The role of motivation between perceived teacher support and student engagement in science class

References

• Ames, C. 1992. “Classrooms: Goals, Structures, and Student Motivation.” Journal of Educational Psychology 84 (3): 261–271. doi:10.1037/0022-0663.84.3.261.
   Web of Science ®Google Scholar
• Battistich, V., D. Solomon, D. I. Kim, M. Watson, and E. Schaps. 1995. “Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis.” American Educational Research Journal 32 (3): 627–658. doi:10.3102/00028312032003627.
   Web of Science ®Google Scholar
• Bong, M. 2001. “Between- and Within-Domain Relations of Academic Motivation among Middle and High School Students: Self-Efficacy, Task Value, and Achievement Goals.” Journal of Educational Psychology 93 (1): 23–34. doi:10.1037/0022-0663.93.1.23.
   Web of Science ®Google Scholar
• Bong, M. 2004. “Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs.” The Journal of Educational Research 97 (6): 287–298. doi:10.3200/JOER.97.6.287-298.
   Web of Science ®Google Scholar
• Bong, M., and E. M. Skaalvik. 2003. “Academic Self-Concept and Self-Efficacy: How Different are They Really?” Educational Psychology Review 15 (1): 1–40. doi:10.1023/A:1021302408382.
   Web of Science ®Google Scholar
• Brookover, W. B., S. Thomas, and A. Paterson. 1964. “Self-Concept of Ability and School Achievement.” Sociology of Education 37 (3): 271–278. doi:10.2307/2111958.
   Web of Science ®Google Scholar
• Cirik, I. 2010. “Ilköğretim 5., 6., 7. ve 8. sinif öğrencilerinin algiladiklari sosyal destek düzeylerinin incelenmesi [Research Conducted on 5th, 6th, 7th and 8th Grade Primary School Students’ Perception of Social Support Levels].” Unpublished Doctoral diss., Marmara University, Turkey.
   Google Scholar
• Eccles, J. 2009. “Who Am I and What Am I Going to Do with My Life? Personal and Collective Identities as Motivators of Action.” Educational Psychologist 44 (2): 78–89. doi:10.1080/00461520902832368.
   Web of Science ®Google Scholar
• Eccles, J., and A. Wigfield. 2002. “Motivational Beliefs, Values and Goals.” Annual Review of Psychology 53: 109–132. doi:10.1146/annurev.psych.53.100901.135153.
   PubMed Web of Science ®Google Scholar
• Eccles, J., and M. T. Wang. 2012. “Part I Commentary: So What Is Student Engagement Anyway?” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 133–145. US: Springer.
   Google Scholar
• Ferrell, A. 2012. “Classroom Social Environments, Motivational Beliefs, and Student Engagement.” USA: Unpublished doctoral diss., University of Southern California.
   Google Scholar
• Fridrickson, B. L. 2001. “The Role of Positive Emotion in Positive Psychology: The Broaden-And-Build Theory of Positive Emotion.” American Psychologist 56: 218–226.
   PubMed Web of Science ®Google Scholar
• Greene, B. A., R. B. Miller, H. M. Crowson, B. L. Duke, and K. L. Akey. 2004. “Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation.” Contemporary Educational Psychology 29: 462–482. doi:10.1016/j.cedpsych.2004.01.006.
   Web of Science ®Google Scholar
• Jang, H., J. Reeve, and E. L. Deci. 2010. “Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure.” Journal of Educational Psychology 102 (3): 588–600. doi:10.1037/a0019682.
   Web of Science ®Google Scholar
• Jöreskog, K., and D. Sörbom. 2007. LISREL 8 User’s Guide. Chicago: Scientific Software.
   Google Scholar
• Klem, A. M., and J. P. Connell. 2004. “Relationships Matter: Linking Teacher Support to Student Engagement and Achievement.” Journal of School Health 74 (7): 262–273.
   PubMed Web of Science ®Google Scholar
• Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. 3rd ed. NY: Guilford Press.
   Google Scholar
• Li, Y., F. Guo, M. Yao, C. Wang, and W. Yan. 2016. “The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.” Frontiers in Psychology 7. doi:10.3389/fpsyg.2016.00954.
   Web of Science ®Google Scholar
• Malecki, C. K., M. K. Demaray, and S. N. Elliott. 2004. A Working Manual on the Development of the Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.
   Google Scholar
• Marks, H. M. 2000. “Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years.” American Educational Research Journal 37 (1): 153–184. doi:10.3102/00028312037001153.
   Web of Science ®Google Scholar
• Marsh, H. W. 2007. Self-Concept Theory, Measurement and Research into Practice: The Role of Self-Concept in Educational Psychology. Leicester, UK: British Psychological Society.
   Google Scholar
• Marsh, H. W., and R. G. Craven. 2006. “Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives.” Perspectives on Psychological Science 1 (2): 133–163. doi:10.1111/j.1745-6916.2006.00010.x.
   Web of Science ®Google Scholar
• Ministry of National Education of Turkey [MoNE]. 2005. Science and Technology Curriculum of Elementary Schools (6th–8th Grades). Ankara, Turkey :  Turkish Ministry of Education. [In Turkish].
   Google Scholar
• Mo, Y. 2008. “Opportunity to learn, engagement, and science achievement: Evidence form TIMSS 2003 Data.” Unpublished Doctoral diss., Virginia Polytechnic Institute and State University.
   Google Scholar
• Newmann, F., G. G. Wehlage, and S. D. Lamborn. 1992. “Student Engagement and Achievement in American Secondary Schools.” In The Significance and Sources of Student Engagement, edited by F. Newmann, 11–39. New York: Teachers College Press.
   Google Scholar
• Patrick, H., A. M. Ryan, and A. Kaplan. 2007. “Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.” Journal of Educational Psychology 99: 83–98. doi:10.1037/0022-0663.99.1.83.
   Web of Science ®Google Scholar
• Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. McKeachie. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
   Google Scholar
• Printrich, P. R., and D. H. Schunk. 2002. Motivation in Education: Theory, Research and Applications. Ohio: Merrill Prentice Hall.
   Google Scholar
• Reeve, J. 2013. “How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement.” Journal of Educational Psychology 105 (3): 579. doi:10.1037/a0032690.
   Web of Science ®Google Scholar
• Reeve, J., and C.-M. Tseng. 2011. “Agency as a Fourth Aspect of Students’ Engagement during Learning Activities.” Contemporary Educational Psychology 36: 257–267. doi:10.1016/j.cedpsych.2011.05.002.
   Web of Science ®Google Scholar
• Senemoğlu, N. 1989. Öğrenci giriş nitelikleri ile öğretme-öğrenme süreci özelliklerinin matematik derslerindeki öğrenme düzeyini yordama gücü (Araştırma Raporu). Ankara, Türkiye: Hacettepe Üniversitesi.
   Google Scholar
• Senler, B., and S. Sungur. 2009. “Parental Influences on Students’ Self-Concept, Task Value Beliefs, and Achievement in Science.” The Spanish Journal of Psychology 12 (1): 106–117.
   PubMed Web of Science ®Google Scholar
• Sinatra, G. M., B. C. Heddy, and D. Lombardi. 2015. “The Challenges of Defining and Measuring Student Engagement in Science.” Educational Psychology 50: 1–13. doi:10.1080/00461520.2014.1002924.
   Web of Science ®Google Scholar
• Skinner, E., C. Furrer, G. Marchand, and T. Kindermann. 2008. “Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?” Journal of Educational Psychology 100 (4): 765. doi:10.1037/a0012840.
   Web of Science ®Google Scholar
• Skinner, E. A., and M. J. Belmont. 1993. “Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement across the School Year.” Journal of Educational Psychology 85 (4): 571. doi:10.1037/0022-0663.85.4.571.
   Web of Science ®Google Scholar
• S. Sungur, 2004. “An Implementation of Problem Based Learning in High School Biology Courses.” Unpublished doctoral diss., Middle East Technical University, Turkey.
   Google Scholar
• Sungur, S., and S. Güngören. 2009. “The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement.” Elementary Education Online 8 (3): 883–900.
   Google Scholar
• Tas, Y. 2016. “The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science.” European Journal of Psychology of Education 31 (4): 557–577. doi:10.1007/s10212-016-0303-z.
   Web of Science ®Google Scholar
• Uçar, F. M., and S. Sungur. 2017. “The Role of Perceived Classroom Goal Structures, Self-Efficacy, and Engagement in Student Science Achievement.” Research in Science & Technological Education. doi:10.1080/02635143.2017.1278684.
   Web of Science ®Google Scholar
• Voelkl, K. E. 1995. “School Warmth, Student Participation, and Achievement.” The Journal of Experimental Education 63 (2): 127–138. doi:10.1080/00220973.1995.9943817.
   Web of Science ®Google Scholar
• Wang, M. T., and J. S. Eccles. 2013. “School Context, Achievement Motivation, and Academic Engagement: A Longitudinal Study of School Engagement Using a Multidimensional Perspective.” Learning and Instruction 28: 12–23. doi:10.1016/j.learninstruc.2013.04.002.
   Web of Science ®Google Scholar