Relations Among Teacher Context, Students' Self- System Processes, Academic Engagement and Academic Performance of Debre Berhan General Secondary Schools
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Date
2009-06
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Addis Ababa University
Abstract
The purpose o/Ihis study was to examine the relationships among teacher cOlltext, students'
selfsystelll processes, academic engagement alld academic peljormance. Data were obtained
!i'01ll 327 (M=152, F=J75) general secondary school students in Debre Berhantown. The data
were col/ected through questionnaire and Fom students' records. Multiple regressioll analyses
revealed that teacher autonomy support, teacher structure and teacher involvemellt significantly
predicted studellts perceived autonomy, perceived competence and perceived relatedness
respectively, as proposed in the selfsystem process model. Moreover, teacher autollomy support
alld teacher structure predicted students' perceived relatedness, and teacher illvolvement
predicted perceived competence. Path analysis revealed that teachers' provision 0/ structure
alld in volvement had a significant positive indirect effect on academic engagement through both
perceived competence and perceived relatedn ess. Among the three componenls 0/ selfsystem
processes, perceived competence and perceived relatedness significantly predicted academic
engagement. Path una lysis also revealed that perceived competence and perceived relatedness
had an indirect effect on academic peljormance through academic engagement. Perceived
alltonomy as II selfsyslem component was 1I0t sigllificantly related to academic engagement.
Ho wever, lvhen perceived autonomy (RAJ) was broken down in to its two primary
suhcompoll ents (i.e .. autonomous and controlled regulations) both had a unique and differential
efJect on academic engagement and academic peljorlllance. Specifically, autonomous regulation
was positively related to both academic engagement and academic peljormance; and controlled
regulatioll was not significantly related to academic engagement but negatively related to
academic peljormance. This study also showed that academic engagement was strongly related
to academic peljormance. Discussions and conclusions are made on the basis 0/ these findings.
Final/v, the educational implications o/theftl/dings andfit/ure areas a/research are suggested.
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Keywords
Academic Engagement, Context, Students' Self- System Processes