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Autor/inn/enRaufelder, Diana; Scherber, Sandra; Wood, Megan A.
TitelThe interplay between adolescents' perception of teacher-student relationships and their academic self-regulation.
Does liking a specific teacher matter?
QuelleIn: Psychology in the schools, 53 (2016) 7, S. 736-750
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BeigabenLiteraturangaben
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0033-3085; 1520-6807
DOI10.1002/pits.21937
SchlagwörterStrukturgleichungsmodell; Selbstkonzept; Selbstregulation; Zuneigung; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Weiterführende Schule; Lehrer-Schüler-Beziehung; Lehrer-Schüler-Interaktion; Schulische Motivation; Intrinsische Motivation; Lernmotivation
AbstractAlthough positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N=1,088; M AGE=13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well-liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher-student relationships overall and academic self-regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students' motivation based on liking one specific teacher was found to moderate the association between teacher-student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher-student relationships and academic self-regulation by investigating the role of students' motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well-liked teacher, they tend to have higher levels of academic motivation. Hence, students' motivation based on liking a single teacher compensates for generally low-quality teacher-student relationships and their respective impact on students' intrinsic motivation. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2022/2
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