Advanced

Högstadieelevers studiemotivation, self-efficacy och uppfattning av andras förväntningar: Ett socioekonomiskt perspektiv

Cruz Rankovic, Oliver LU (2017) PSPT02 20162
Department of Psychology
Abstract
The aim of this study was to examine whether you could predict students’ academic motivation on the basis of their self-efficacy and their perceived teacher and parental expectations as well as analyzing the relationship between these factors. Another aim of this study was to explore if the students differed on these variables based on the socioeconomic status (SES) of their schools. The sample consisted of 485 middle school students distributed among six municipal, Swedish schools. The analyses were based on self-assessment forms that the students completed. The results showed strong relationships between all variables. The students’ self-efficacy best predicted their academic motivation, followed by their perceived teacher expectations... (More)
The aim of this study was to examine whether you could predict students’ academic motivation on the basis of their self-efficacy and their perceived teacher and parental expectations as well as analyzing the relationship between these factors. Another aim of this study was to explore if the students differed on these variables based on the socioeconomic status (SES) of their schools. The sample consisted of 485 middle school students distributed among six municipal, Swedish schools. The analyses were based on self-assessment forms that the students completed. The results showed strong relationships between all variables. The students’ self-efficacy best predicted their academic motivation, followed by their perceived teacher expectations and lastly the schools’ SES, which was a weak predictor. The students from the low-SES schools reported higher motivation, higher self-efficacy as well as higher perceived teacher expectations than the students from the high-SES schools. This result was surprising due to the fact that previous research had found the opposite relation. An interaction effect between self-efficacy and perceived teacher expectations was found when analyzing their relation to intrinsic academic motivation, which suggests that the students need to believe in their abilities in order to be motivated by their teachers’ expectations. (Less)
Abstract (Swedish)
Syftet med studien var att undersöka om man kan predicera elevers studiemotivation utifrån deras self-efficacy och deras uppfattning av lärares och vårdnadshavares förväntningar på dem samt att utforska sambandet mellan dessa variabler. Ett annat syfte med studien var att undersöka om det fanns skillnader sett till dessa variabler utifrån skolornas socioekonomiska status (SES). Stickprovet bestod av 485 högstadieelever, fördelade på sex kommunala, svenska skolor. Analyserna baserades på självskattningsformulär som eleverna fick fylla i. Resultatet visade att det fanns starka samband mellan samtliga variabler. Elevernas self-efficacy predicerade studiemotivationen bäst, följt av uppfattningen av lärarnas förväntningar på dem samt skolornas... (More)
Syftet med studien var att undersöka om man kan predicera elevers studiemotivation utifrån deras self-efficacy och deras uppfattning av lärares och vårdnadshavares förväntningar på dem samt att utforska sambandet mellan dessa variabler. Ett annat syfte med studien var att undersöka om det fanns skillnader sett till dessa variabler utifrån skolornas socioekonomiska status (SES). Stickprovet bestod av 485 högstadieelever, fördelade på sex kommunala, svenska skolor. Analyserna baserades på självskattningsformulär som eleverna fick fylla i. Resultatet visade att det fanns starka samband mellan samtliga variabler. Elevernas self-efficacy predicerade studiemotivationen bäst, följt av uppfattningen av lärarnas förväntningar på dem samt skolornas SES, som endast var en svag prediktor. De elever som gick på skolorna med låg SES svarade att de var mer motiverade, att deras lärare hade högre förväntningar på dem samt och de hade högre self-efficacy än eleverna på skolorna med hög SES. Detta resultat var förvånande, då tidigare forskning kommit fram till motsatsen. En interaktionseffekt fanns mellan self-efficacy och uppfattningen av lärarnas förväntningar sett till inre studiemotivation, vilket tyder på att eleverna behöver tro på sig själva för att ta till sig lärarnas förväntningar på ett motiverande sätt. (Less)
Please use this url to cite or link to this publication:
author
Cruz Rankovic, Oliver LU
supervisor
organization
course
PSPT02 20162
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
högstadieelever, socioekonomisk status, self-efficacy, lärares förväntningar, yttre studiemotivation, inre studiemotivation, studiemotivation
language
Swedish
id
8898720
date added to LUP
2017-01-13 11:56:34
date last changed
2017-01-13 11:56:34
@misc{8898720,
  abstract     = {The aim of this study was to examine whether you could predict students’ academic motivation on the basis of their self-efficacy and their perceived teacher and parental expectations as well as analyzing the relationship between these factors. Another aim of this study was to explore if the students differed on these variables based on the socioeconomic status (SES) of their schools. The sample consisted of 485 middle school students distributed among six municipal, Swedish schools. The analyses were based on self-assessment forms that the students completed. The results showed strong relationships between all variables. The students’ self-efficacy best predicted their academic motivation, followed by their perceived teacher expectations and lastly the schools’ SES, which was a weak predictor. The students from the low-SES schools reported higher motivation, higher self-efficacy as well as higher perceived teacher expectations than the students from the high-SES schools. This result was surprising due to the fact that previous research had found the opposite relation. An interaction effect between self-efficacy and perceived teacher expectations was found when analyzing their relation to intrinsic academic motivation, which suggests that the students need to believe in their abilities in order to be motivated by their teachers’ expectations.},
  author       = {Cruz Rankovic, Oliver},
  keyword      = {högstadieelever,socioekonomisk status,self-efficacy,lärares förväntningar,yttre studiemotivation,inre studiemotivation,studiemotivation},
  language     = {swe},
  note         = {Student Paper},
  title        = {Högstadieelevers studiemotivation, self-efficacy och uppfattning av andras förväntningar: Ett socioekonomiskt perspektiv},
  year         = {2017},
}