The Relations Between Student Motivational Beliefs and Cognitive Engagement in High School

Walker, Christopher O.; Greene, Barbara A.

doi:10.3200/joer.102.6.463-472

Cited by 175Education, Achievement, and GiftednessMotivation and Self-Concept in SportsInnovative Teaching and Learning Methods

The Relations Between Student Motivational Beliefs and Cognitive Engagement in High School

Walker, Christopher O., Greene, Barbara A.·2009·The Journal of Educational Research

DOI 10.3200/joer.102.6.463-472

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Abstract

The authors examined relations among student perceptions of classroom achievement goals, self-efficacy, perceived instrumentality of classroom work, and sense of belonging within a classroom. Participants were 249 high school students. The authors also examined how cognitive engagement was predicted by those variables along with personal achievement goals (mastery and performance approach). The results indicate that the adoption of mastery goals was predicted by perceived instrumentality, self-efficacy, and belonging, whereas cognitive engagement was predicted by belonging and perceived instrumentality. Last, the authors found that a classroom promoting a mastery orientation was predictive of a student's sense of belonging. They discuss the importance of mastery-oriented classrooms.

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Particularly the PSSM questionnaire yields promising results across all student characteristics.
“Particularly the PSSM questionnaire (Goodenow 1993) yields promising results across all student characteristics (e.g.Van Houtte and Van Maele 2012; Walker and Greene 2009).”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Walker and Greene 2009

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Authors: Walker, C. O., & Greene, B. A.
Affiliations: University of Science and Arts of Oklahoma (US)
University of Oklahoma (US)
ORCID: Greene, Barbara A.
Venue: The Journal of Educational Research
Publisher: Informa UK Limited
Published: 2009-07
Volume: 102
Issue: 6
Pages: 463-472
ISSN: 0022-0671 (ISSN-L)
1940-0675
DOI: 10.3200/joer.102.6.463-472
OpenAlex: W2135327557
Cited by: 175
References: 82
Citations by year: 2026: 5 · 2025: 7 · 2024: 4 · 2023: 6 · 2022: 5 · 2021: 10 · 2020: 12 · 2019: 13 · 2018: 8 · 2017: 7 · 2016: 15 · 2015: 17 · 2014: 10 · 2013: 17 · 2012: 13
FWCI: 16.50
Type: journal article
Language: en
Open access: closed
Locations: The Journal of Educational Research (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: cognitive engagement, mastery goals, performance goals, self-efficacy, perceived instrumentality, sense of belonging, mastery orientation, high school students, achievement goals

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The Relations Between Student Motivational Beliefs and Cognitive Engagement in High School

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