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|Titel||Associations between school self-concept, social relationships and achievement motivation in adolescence in the school context.|
|Quelle||Berlin: Freie Universität Berlin (2015), 172 S.
PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3)
Berlin, Freie Universität Berlin, Diss., 2015.
|Zusatzinformation||Forschungsdaten, Studiendetails und Erhebungsinstrumente|
|Schlagwörter||Selbstkonzept; Soziale Beziehung; Schule; Schulerfolg; Motivation; Dissertation; Jugendlicher|
|Abstract||The results from the studies I, II and III allow to draw the following conclusions: Socio-motivational relationships with teachers play a mediating role in the association of individual school self-concept and achievement motivation components. In particular, teacher-student relationships partially mediate the association of individual school self-concept and achievement drive and fully mediate the association of individual school self-concept and perseverance and effort as well as fear of success. Moreover, teachers as positive motivators partially mediate the association of individual school self-concept and achievement drive and fully mediate the association with perseverance and effort. In contrast, neither student-student relationships nor peers as positive motivators function as mediators (STUDY I). Students with a high school self-concept displayed significantly more perseverance and effort, achievement drive, as well as reported better social and motivational relationships with teachers. In contrast, students with low and high school self-concept did not significantly differ in their perception of socio-motivational relationships with peers (STUDY II). However, when addressed qualitatively, the high and low school self-concept students revealed different needs concerning their peers: while high school self-concept students addressed acknowledgement and general emotional comfort, low school self-concept students emphasized acceptance by others and both learning and emotional support (STUDY III). For low and high absolute school self-concept students socio-motivational relations with teachers play differentiated roles: while for the high school self-concept group teacher-student relations predict both perseverance and effort and achievement drive, for the low school self-concept groups the same is true with respect to perseverance and effort only. This suggests that teachers are not equally supportive for all students and low school self-concept students may be disadvantaged especially during the school transition period (STUDY II). Qualitative analysis with high and low absolute school self-concept students revealed that they have different expectations and needs addressing their teachers. While in relationships with teachers high school self-concept students take critical feedback as a sign of teacher´s interest and put emotional support forward, low school self-concept students accentuate both learning and emotional support, combined with care, understanding, empowerment and the possibility of receiving another chance (STUDY III). Overall, the power and differentiated roles of socio-motivational relationships in school and the association of teacher-related variables with both school self-concept and achievement motivation is underlined and should further be investigated in upcoming studies. (Orig)|
|Erfasst von||Deutsche Nationalbibliothek, Frankfurt am Main|