The development of socio-motivational dependency from early to middle adolescence.

Autor/inn/en	Jagenow, Danilo; Raufelder, Diana; Eid, Michael
Titel	The development of socio-motivational dependency from early to middle adolescence.
Quelle	In: Frontiers in psychology, 6 (2015) Art. 194, 9 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.00194
Schlagwörter	Peer-Beziehungen; Soziale Situation; Sozialer Faktor; Soziale Motivation; Soziale Beziehung; Adoleszenz; Motivation; Lernmotivation; Soziale Situation; Soziale Motivation; Schuljahr 07; Schuljahr 08; Schulische Motivation; Schüler-Schüler-Beziehung; Lernmotivation; Motivation; Jugendlicher
Abstract	Research on students' motivation has shown that motivation can be enhanced or undermined by social factors. However, when interpreting such findings, interindividual differences, and intraindividual changes underlying students' perception of peers and teachers as a source of motivation are often neglected. The aim of the present study was to complement our understanding of socio-motivational dependency by investigating differences in the development of students' socio-motivational dependency from early to middle adolescence. Data from 1088 students on their perceptions of peers and teachers as positive motivators when students were in seventh and eighth grade were compared with data of the same sample 2 years later. Latent class analysis supported four different motivation types (MT): (1) teacher-dependent MT, (2) peer-dependent MT, (3) teacher-and- peer-dependent MT, and (4) teacher-and-peer-independent MT. Latent transition analysis revealed substantial changes between the groups. The perceived teacher influence on students' academic motivation increased from early to middle adolescence. Divergent roles of peers and teachers on students' academic motivation are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2