Perceptions of the School Psychological Environment and Early Adolescents' Psychological and Behavioral Functioning in School: The Mediating Role of Goals and Belonging

Robert W. Roeser, Carol Midgley, Timothy C. Urdan

Research output: Contribution to journalArticle

648 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)408-422
Number of pages15
JournalJournal of Educational Psychology
Volume88
Issue number3
DOIs
StatePublished - Sep 1996

Fingerprint

Psychology
adolescent
school
Emotions
Aptitude
school reform
ability
Students
student teacher
semester
self-efficacy
consciousness
Self Efficacy
Consciousness
regression
Regression Analysis
student

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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