TY - JOUR
T1 - Perceptions of the School Psychological Environment and Early Adolescents' Psychological and Behavioral Functioning in School
T2 - The Mediating Role of Goals and Belonging
AU - Roeser, Robert W.
AU - Midgley, Carol
AU - Urdan, Timothy C.
PY - 1996/9
Y1 - 1996/9
N2 - In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regression analyses indicated that perceiving a task goal structure in middle school was positively related to academic self-efficacy and that this relation was mediated through personal task goals. Perceiving an ability goal structure was related to academic self-consciousness and this relation was mediated through personal relative ability goals. Perceiving positive teacher-student relationships predicted positive school-related affect and this relation was mediated through feelings of school belonging. Feelings of academic efficacy and school belonging in turn were positively related to final-semester academic grades. Results are discussed in relation to current middle school reform efforts.
AB - In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regression analyses indicated that perceiving a task goal structure in middle school was positively related to academic self-efficacy and that this relation was mediated through personal task goals. Perceiving an ability goal structure was related to academic self-consciousness and this relation was mediated through personal relative ability goals. Perceiving positive teacher-student relationships predicted positive school-related affect and this relation was mediated through feelings of school belonging. Feelings of academic efficacy and school belonging in turn were positively related to final-semester academic grades. Results are discussed in relation to current middle school reform efforts.
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U2 - 10.1037/0022-0663.88.3.408
DO - 10.1037/0022-0663.88.3.408
M3 - Article
AN - SCOPUS:0030504149
SN - 0022-0663
VL - 88
SP - 408
EP - 422
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -