Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?

Autor/inn/en	Bakadorova, Olga; Raufelder, Diana
Titel	Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?
Quelle	In: The journal of educational research, 109 (2016) 3, S. 219-231 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0671; 1940-0675
DOI	10.1080/00220671.2014.942031
Schlagwörter	Peer-Beziehungen; Selbstkonzept; Selbstwahrnehmung; Soziale Motivation; Soziale Beziehung; Schuljahr 07; Schuljahr 08; Übergang Sekundarstufe I - Sekundarstufe II; Weiterführende Schule; Schulische Motivation; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Soziales Verhalten; Brandenburg
Abstract	Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N = 1088; M AGE = 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2