Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement
DOI:
https://doi.org/10.12928/eltej.v3i3.3196Keywords:
Self-determination (SD), Self-determination Theory, Classroom Climate, Reading Achievement score, MotivationAbstract
A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in  educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement. 150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score.Â
References
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Brand, S., Felner, R. D., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology 95, 570–588.
Buyse, E., Verschueren, K., Verachtert, P., & Damme, J. V. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119-141.
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Chen, G., & Weikart, L. A. (2008). Student background, school climate, school disorder, and student achievement: an empirical study of New York City's middle schools. J. Sch. Violence 7, 3–20. doi: 10.1080/15388220801973813
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El Miedany, Y., Lotfy, H., El Aroussy, N., Mekkawy, D., Nasef, S. I., Hassan, W., ... & El Gaafary, M. (2018). THU0604 Juvenile inflammatory arthritis: the development and validation of an illustrated questionnaire to measure children’s motivation.
Erickson, A. S. G., Noonan, P. M., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45-54.
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Fathali, S., & Okada, T. (2018). Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach. Australasian Journal of Educational Technology, 34(4).
Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493-541). New York: Macmillan.
Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in science Teaching, 32(4), 399-422.
Gagné, M., & Deci, E. L. (2005). Selfâ€determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex Publishing.
Guay, F., Denault, A. S., & Renauld, S. (2017). School attachment and relatedness with parents, friends and teachers as predictors of students’ intrinsic and identified regulation. Contemporary Educational Psychology, 51, 416-428.
Hood, A. B. (1986). Iowa student development instrument. Retrieved April 25, 2002, from Indiana State University: http://garnet.indstate.edu/wbarratt/ Dragon/ix/ia-pref.html
Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871.
Hossienchari, M. & Khayer, M. (2002). Investigating the psychosocial atmosphere of the classroom as one of the components of school culture. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 9(4), 25-42
Huang, S. L. (2003). Antecedents to psychosocial environments in middle school classrooms in Taiwan. Learning Environments Research 6, 119–135.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Jansen in de Wal, J., van den Beemt, A., Martens, R. L., & den Brok, P. J. (2020). The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory? Studies in Continuing Education, 42(1), 17-39.
Khalkhali, V., Sharifi, R., & Nikyar, A. (2013). Students' Intentions to Persist in, Versus Dropout of High School: What Self-determined Motivation Tells Us about It? International Online Journal of Educational Sciences, 5(2).
Landmark, L. J., & Zhang, D. (2019). Self-determination at a Career and Technical School: Observations of IEP Meetings. Advances in Neurodevelopmental Disorders, 3(2), 152-160.
Lau, K., & Lee, J. (2008). Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28, 357–372.
Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373-390.
Liu, W. C., Wang, C. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019). What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective. Journal of Education, 0022057419881171.
Masgoret, A.-M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
Morin, A. J., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. The Journal of Experimental Education, 82(2), 143-167.
Muir, T. (2020). Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class. Mathematics Education Research Journal, 1-19.
Noels, K. A., Lascano, D. I. V., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41(4), 821-851.
Olafsen, A. H., Niemiec, C. P., Halvari, H., Deci, E. L., & Williams, G. C. (2017). On the dark side of work: A longitudinal analysis using self-determination theory. European Journal of Work and Organizational Psychology, 26(2), 275-285.
Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2019). Maladaptive behavior in relation to the basic psychological needs of students in secondary education. European Journal of Psychology of Education, 34(3), 601-619.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. DOI: 10.1037/0022-0663.99.1.83
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In M. J. Snowling & C. Hulme (Eds.), Blackwell handbooks of developmental psychology. The science of reading: A handbook (p. 227–247). Blackwell Publishing.
Ranđelović, D., & Dimić, D. (2020). Connection between classroom climate and academic performance. Facta Universitatis, Series: Teaching, Learning and Teacher Education, (1), 083-093
Roberts, J., & Bezuidenhout, A. (2017). Technology, work roles and competencies of educators facilitating fully or partially via a distance. International Journal of Educational Sciences, 18(1-3), 110-121.
Roth, G., Vansteenkiste, M., & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and psychopathology, 31(3), 945-956.
Selgi L. M., & Geramipoor, M. (2020). Hanjaryabi va barrasi vizhegihaye ravansanji porseshnameh roshde khodmokhtari Ayova bar asase modelhaye chand arzeshi nazariyeye pasokh-soal. (Norming and Investigating Psychometric Properties of Autonomy Scale Using Polychoromous Item Response Theory Models). Faslname elmi-pazhooheshi ravansanji, 28, 111-126.
Sin, S. L., & Siahpoosh, H. (2020). Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners. Arabic Language, Literature & Culture, 5(2), 14.
Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students’ perceptions of and preferences for classroom environment. British Journal of Educational Psychology 78, 291–312.
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912.
Westling-Allodi, M. (2002). A two-level analysis of classroom climate in relation to social context, group composition and organization of special support. Learning Environments Research, 5, 253–274.
Yang, L., Chiu, H. M., Sin, K. F., & Lui, M. (2020). The Effects of School Support on School Engagement with Self-Determination as a Mediator in Students with Special Needs. International Journal of Disability, Development and Education, 1-16.
Yu, S., & Levesque-Bristol, C. (2020). A Cross-Classified Path Analysis of the Self-Determination Theory Model on the Situational, Individual and Classroom Levels in College Education. Contemporary Educational Psychology, 101857.
Alonso-Tapia, J., & Nieto, C. (2019). Classroom Emotional Climate: Nature, Measurement, Effects and Implications for Education. Revista de Psicodidáctica (English ed.), 24(2), 79-87.
Amin, F. (2020). Positive classroom environment, cooperative learning strategy, reading comprehension achievement: a correlational study. Language-Edu, 9(1).
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ connectedness to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3), 243-262. doi: 10.1023/B:JOPP.0000018048.38517.cd
Behrhorst, K. L., Sullivan, T. N., & Sutherland, K. S. (2020). The impact of classroom climate on aggression and victimization in early adolescence. The Journal of Early Adolescence, 40(5), 689-711.
Brand, S., Felner, R. D., Seitsinger, A., Burns, A., and Bolton, N. (2008). A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. J. Sch. Psychol. 46, 507–535. doi: 10.1016/j.jsp.2007.12.001
Bogianno, A. & Pittman, T. (1992). Achievement and motivation. Cambridge: Cambridge University Press.
Brand, S., Felner, R. D., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology 95, 570–588.
Buyse, E., Verschueren, K., Verachtert, P., & Damme, J. V. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119-141.
Calet, N., Lópezâ€Reyes, R., & Jiménezâ€Fernández, G. (2020). Do reading comprehension assessment tests result in the same reading profile? A study of Spanish primary school children. Journal of Research in Reading, 43(1), 98-115.
Cheema, J., & Kitsantas, A. (2016). Predicting high school student use of learning strategies: the role of preferred learning styles and classroom climate. Educational Psychology, 36(5), 845-862.
Chen, G., & Weikart, L. A. (2008). Student background, school climate, school disorder, and student achievement: an empirical study of New York City's middle schools. J. Sch. Violence 7, 3–20. doi: 10.1080/15388220801973813
Chickering, A. W., McDowell, J., & Campagna, D. (1969). Institutional differences and student development. Journal of Educational Psychology, 60(4), 315–326.
Cohen, J., Pickeral, T., and McCloskey, M. (2009). Assessing school climate. Educ. Digest, 74 (8), 45-48
Collins, T. N., and Parson, K. A. (2010). School climate and student outcomes. J. Cross Discipl. Perspect. Educ, 3, 34–39
Creemers, B. P., & Reezigt, G. J. (1999). The role of school and classroom climate in elementary school learning environments. School climate: Measuring, improving and sustaining healthy learning environments, 30-47.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/Psychologie canadienne, 49(1), 14–23.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination. Rochester, New York: University of Rochester.
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The selfâ€determination theory perspective. Journal of personality, 62(1), 119-142.
Drotar, D. K. (2019). Student-Centered Language Teaching in the East Asian Context (M.A. Thesis).
Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading research quarterly, 481-533.
El Miedany, Y., Lotfy, H., El Aroussy, N., Mekkawy, D., Nasef, S. I., Hassan, W., ... & El Gaafary, M. (2018). THU0604 Juvenile inflammatory arthritis: the development and validation of an illustrated questionnaire to measure children’s motivation.
Erickson, A. S. G., Noonan, P. M., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45-54.
Evans, I. M., Shane T. Harvey, S. T., Buckley, L., & Yan, E. (2009) Differentiating classroom climate concepts: Academic, management, and emotional environments, KÅtuitui: New Zealand Journal of Social Sciences Online, 4(2), 131-146, DOI: 10.1080/1177083X.2009.9522449
Fathali, S., & Okada, T. (2018). Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach. Australasian Journal of Educational Technology, 34(4).
Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493-541). New York: Macmillan.
Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in science Teaching, 32(4), 399-422.
Gagné, M., & Deci, E. L. (2005). Selfâ€determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex Publishing.
Guay, F., Denault, A. S., & Renauld, S. (2017). School attachment and relatedness with parents, friends and teachers as predictors of students’ intrinsic and identified regulation. Contemporary Educational Psychology, 51, 416-428.
Hood, A. B. (1986). Iowa student development instrument. Retrieved April 25, 2002, from Indiana State University: http://garnet.indstate.edu/wbarratt/ Dragon/ix/ia-pref.html
Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871.
Hossienchari, M. & Khayer, M. (2002). Investigating the psychosocial atmosphere of the classroom as one of the components of school culture. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 9(4), 25-42
Huang, S. L. (2003). Antecedents to psychosocial environments in middle school classrooms in Taiwan. Learning Environments Research 6, 119–135.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Jansen in de Wal, J., van den Beemt, A., Martens, R. L., & den Brok, P. J. (2020). The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory? Studies in Continuing Education, 42(1), 17-39.
Khalkhali, V., Sharifi, R., & Nikyar, A. (2013). Students' Intentions to Persist in, Versus Dropout of High School: What Self-determined Motivation Tells Us about It? International Online Journal of Educational Sciences, 5(2).
Landmark, L. J., & Zhang, D. (2019). Self-determination at a Career and Technical School: Observations of IEP Meetings. Advances in Neurodevelopmental Disorders, 3(2), 152-160.
Lau, K., & Lee, J. (2008). Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28, 357–372.
Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373-390.
Liu, W. C., Wang, C. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019). What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective. Journal of Education, 0022057419881171.
Masgoret, A.-M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
Morin, A. J., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. The Journal of Experimental Education, 82(2), 143-167.
Muir, T. (2020). Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class. Mathematics Education Research Journal, 1-19.
Noels, K. A., Lascano, D. I. V., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41(4), 821-851.
Olafsen, A. H., Niemiec, C. P., Halvari, H., Deci, E. L., & Williams, G. C. (2017). On the dark side of work: A longitudinal analysis using self-determination theory. European Journal of Work and Organizational Psychology, 26(2), 275-285.
Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2019). Maladaptive behavior in relation to the basic psychological needs of students in secondary education. European Journal of Psychology of Education, 34(3), 601-619.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. DOI: 10.1037/0022-0663.99.1.83
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In M. J. Snowling & C. Hulme (Eds.), Blackwell handbooks of developmental psychology. The science of reading: A handbook (p. 227–247). Blackwell Publishing.
Ranđelović, D., & Dimić, D. (2020). Connection between classroom climate and academic performance. Facta Universitatis, Series: Teaching, Learning and Teacher Education, (1), 083-093
Roberts, J., & Bezuidenhout, A. (2017). Technology, work roles and competencies of educators facilitating fully or partially via a distance. International Journal of Educational Sciences, 18(1-3), 110-121.
Roth, G., Vansteenkiste, M., & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and psychopathology, 31(3), 945-956.
Selgi L. M., & Geramipoor, M. (2020). Hanjaryabi va barrasi vizhegihaye ravansanji porseshnameh roshde khodmokhtari Ayova bar asase modelhaye chand arzeshi nazariyeye pasokh-soal. (Norming and Investigating Psychometric Properties of Autonomy Scale Using Polychoromous Item Response Theory Models). Faslname elmi-pazhooheshi ravansanji, 28, 111-126.
Sin, S. L., & Siahpoosh, H. (2020). Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners. Arabic Language, Literature & Culture, 5(2), 14.
Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students’ perceptions of and preferences for classroom environment. British Journal of Educational Psychology 78, 291–312.
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912.
Westling-Allodi, M. (2002). A two-level analysis of classroom climate in relation to social context, group composition and organization of special support. Learning Environments Research, 5, 253–274.
Yang, L., Chiu, H. M., Sin, K. F., & Lui, M. (2020). The Effects of School Support on School Engagement with Self-Determination as a Mediator in Students with Special Needs. International Journal of Disability, Development and Education, 1-16.
Yu, S., & Levesque-Bristol, C. (2020). A Cross-Classified Path Analysis of the Self-Determination Theory Model on the Situational, Individual and Classroom Levels in College Education. Contemporary Educational Psychology, 101857.
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2020-12-31
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Joulide, S., Faravani, A., & Boori, A. A. (2020). Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement. English Language Teaching Educational Journal, 3(3), 198–210. https://doi.org/10.12928/eltej.v3i3.3196
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