A person-oriented approach to predict socio-motivational dependency in early adolescents.

Autor/inn/en	Jagenow, Danilo; Raufelder, Diana; Eid, Michael
Titel	A person-oriented approach to predict socio-motivational dependency in early adolescents.
Quelle	In: Learning and individual differences, (2014) 36, S. 173-179Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.07.017
Schlagwörter	Peer-Beziehungen; Soziale Situation; Soziale Motivation; Soziale Beziehung; Adoleszenz; Brandenburg; Deutschland; Motivation; Lernmotivation; Soziale Situation; Leistungsmotivation; Soziale Motivation; Klassenraum; Schulische Motivation; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Klassengemeinschaft; Abhängigkeit (Soz); Jugendlicher; Brandenburg; Deutschland
Abstract	The person-oriented approach was employed to provide a better understanding of inter-individual differences in adolescent students' socio-motivational dependency. The quality of social relationships, academic achievement, and motivation within the classroom environment was assessed in a large (N = 1088; mean age = 13.7 years; 53.9% girls) sample of students from Brandenburg, Germany, and used as predictors of four types of socio-motivational dependency: (1) peer-dependent motivation type, (2) teacher-dependent motivation type, (3) teacher-and-peer-dependent motivation type, and (4) teacher-and-peer-independent motivation type. For the analyses, we used a recently developed three-step approach, which allows for estimation of a combined measurement model and structural model separately rather than simultaneously. Various school relevant predictors were revealed underscoring the importance of inter-individual differences in the mechanisms underlying the motivational value of other individuals. Students with the highest motivation showed worst academic achievement compared to students with lower motivation. The role of a negative teacher dependency effect is discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2