Students' Perception of Control and the Relevance of Schoolwork: Influence of Affective Support for Learning and Achievement Goal Orientations

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-22 - School Workers and School Climate: The Underestimated Impact

Abstract

Teacher, peer, and family support and engagement, as well as academic motivation, can have varying effects on cognitive engagement (Anderson, Christenson, Sinclair, & Lehr, 2004; Patrick, Ryan, & Kaplan, 2007). This is especially true for African American students (Kaplan & Maehr, 1999). In the present study, a hierarchical regression analysis was utilized to test the relationship among affective engagement (Teacher-Student Relationships, Peer-Support for Learning, and Family-Support for Learning), achievement goal orientations, and cognitive engagement (Control and Relevance of School Work) for a sample of 246 low-income African American students. Results showed that goal orientation, specifically mastery approach, and affective engagement accounted for 46% of the variance in cognitive engagement. Findings are discussed in terms of impact on school policies.

Authors

• James Ford, The University of Memphis

• Caroline Hart, The University of Memphis

• Isbah Ali-Farzan, National Board for Certified Counselors

• Christian E. Mueller, The University of Memphis

• Martin H. Jones, University of New Mexico