Socio-motivational moderators - two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students.

Autor/inn/en	Hoferichter, Frances; Raufelder, Diana; Eid, Michael
Titel	Socio-motivational moderators - two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students.
Quelle	In: Frontiers in psychology, 6 (2015) Art. 1675, 13 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.2015.01675
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Soziale Beziehung; Soziale Interaktion; Adoleszenz; Sekundarstufe I; Sekundarschüler; Schulische Motivation; Prüfungsangst; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Soziale Kompetenz; Jugendlicher; Brandenburg; Deutschland; Kanada; Québec
Abstract	The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M AGE = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M AGE = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2