Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

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. During the early adolescent years, middle schools play an important role in facilitating or inhibiting successful adolescent development (Carnegie Council on Adolescent Development, 1989). Schools potentially can provide early adolescents with opportunities to develop their intellectual capacities, to experience a sense of competence and belonging, and to interact with supportive, nonparental adults. Unfortunately, just when adolescents are particularly in need of these opportunities, the middle-school learning environment often fails to provide them (Carnegie Council on Adolescent Development, 1989; Eccles & Midgley, 1989). For instance, at a time when adolescents are known to be sensitive about how they appear to others, middle schools emphasize relative ability and social comparison in learning situations (Midgley, Anderman, & Hicks, 1995); and at a time when adolescents are particularly in need of supportive relationships with adults outside the home, the quality of relationships with teachers is less than optimal (Midgley, Feldlaufer, & Eccles, 1989). Understanding how particular