Literaturnachweis - Detailanzeige
Autor/inn/en | Krunke, Hannah Marei; Raufelder, Diana |
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Titel | What it means to be an adolescent teacher-and-peer-independent motivation type. |
Quelle | In: Journal of education and learning, 3 (2014) 3, S. 33-44
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 1927-5269 |
DOI | 10.5539/jel.v3n3p33 |
Schlagwörter | Strukturgleichungsmodell; Peer-Beziehungen; Neurotizismus; Persönlichkeit; Persönlichkeitsmerkmal; Psychosoziale Situation; Selbstkonzept; Selbstwahrnehmung; Adoleszenz; Schulische Motivation; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Jugendlicher; Brandenburg; Deutschland |
Abstract | In order to enhance our understanding of interindividual differences in academic motivation, the present study examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of adolescent students identified as teacher-and-peer-independent motivation type (MT) (N=295; M AGE=13.71) in Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial adjustment mediates the association between personality and socio-academic factors. The results revealed that psychosocial adjustment fully mediates the associations between personality and socio-academic factors. Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings could be integral of supporting students on a more individualized level. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |