The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents. Evidence for gender-specific relations.

Autor/inn/en	Raufelder, Diana; Hoferichter, Frances; Ringeisen, Tobias; Regner, Nicola; Jacke, Christina
Titel	The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents. Evidence for gender-specific relations.
Quelle	In: Journal of child and family studies, 24 (2015) 12, S. 3742-3756 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1062-1024; 1573-2843
DOI	10.1007/s10826-015-0182-y
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Elternverhalten; Leistungsdruck; Wahrnehmung; Soziale Beziehung; Adoleszenz; Geschlechtsspezifischer Unterschied; Eltern; Schulische Motivation; Prüfungsangst; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Elternbildung; Jugendlicher; Brandenburg; Deutschland
Abstract	Although there has been an increasing amount of research conducted on test anxiety in adolescence, little is known about the relation of test anxiety and school engagement. The current study addresses this gap by focusing on the potential gender-specific interplay of test anxiety and school engagement among adolescents, testing the role of parental support and parental pressure as mediators in this association. We performed latent multigroup structural equation modeling on a sample of 7th and 8th graders (N=1088; M AGE=13.7 years; SD=0.53) in secondary schools in Brandenburg, Germany. The results suggest that there are gender differences in the interplay of test anxiety, perceived socio-academic parental support and pressure, and school engagement. Whereas girls' school engagement is more centered on the mother figure, for boys both parents seem to play an essential role concerning their school engagement as well as test anxiety. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2