Children's perceptions of the quality of their interpersonal relationships in the classroom and their motivation for learning

πίνακας εξωφύλλου: Μ. Τσιβά
PDF (ελληνικά)
Published: Feb 13, 2020
DOI: https://doi.org/10.12681/hjre.22080
Keywords:
peer relationships teacher-pupil relationship children’s perceptions academic motivation
Αικατερίνη Αντωνοπούλου
Χαροκόπειο Πανεπιστήμιο
https://orcid.org/0000-0003-4184-6830
Σοφία Κουβαβά
Χαροκόπειο Πανεπιστήμιο
https://orcid.org/0000-0002-7644-0374
Μαρία Νικολακοπούλου
Χαροκόπειο Πανεπιστήμιο
Abstract

Social behaviours in school can influence learning outcome and achievement in children. The present study examines whether children’s views about their relationships with peers and teachers in school relate to their perceptions of academic motivation. Additionally, differences in the above variables between primary and secondary school aged children are explored. More specifically, children’s views about whether their teacher and peers are sources of psychological security in the school context were assessed, particularly those concerning three relationship quality attributes, naming degree of mutual trust/quality of communication and extent of alienation. Children’s perceptions of academic motivation and school attainment were assessed with questions about school engagement and determination to do well in school assignments as well as learning expectations.  Three hundred and sixty primary and secondary school aged children (M age = 10.49, SD = 0.50, 51.1% boys) from 4 public schools of the area of Attica, took part in the study. The results have shown that perceived mutual trust/quality of communication in children’s relationships with peers and the teacher is significant predictor of positive academic motivation.  Perceived alienation in teacher and peer relationships was found to have significant negative impact on children’s self-reported academic motivation. Learning motivation appears to drop in secondary school children. Moreover, results showed significant differences between primary school pupils and secondary school pupils in perceived communication/trust in pupil-teacher relationship. Younger pupils tend to trust more and communicate better with their teachers than older pupils.

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Author Biographies
Αικατερίνη Αντωνοπούλου, Χαροκόπειο Πανεπιστήμιο

Επίκουρη Καθηγήτρια με γνωστικό αντικέιμενο "Επικοινωνία στην εκπαιδευτική διαδικασία", Τμήμα Οικιακής Οικονομίας και Οικολογίας  

 

Σοφία Κουβαβά, Χαροκόπειο Πανεπιστήμιο
Υποψήφια Διδάκτωρ Τμήματος Οικιακής Οικονομίας και Οικολογίας του Χαροκοπείου Πανεπιστημίου, Δασκάλα Ειδικής Αγωγής
Μαρία Νικολακοπούλου, Χαροκόπειο Πανεπιστήμιο
Απόφοιτος του Τμήματος Οικιακής Οικονομίας και Οικολογίας του Χαροκοπείου Πανεπιστημίου
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