The interplay between adolescents' perception of teacher-student relationships and their academic self-regulation. Does liking a specific teacher matter?

Autor/inn/en	Raufelder, Diana; Scherber, Sandra; Wood, Megan A.
Titel	The interplay between adolescents' perception of teacher-student relationships and their academic self-regulation. Does liking a specific teacher matter?
Quelle	In: Psychology in the schools, 53 (2016) 7, S. 736-750Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0033-3085; 1520-6807
DOI	10.1002/pits.21937
Schlagwörter	Strukturgleichungsmodell; Selbstkonzept; Zuneigung; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Weiterführende Schule; Lehrer-Schüler-Interaktion; Schulische Motivation; Lernmotivation
Abstract	Although 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 von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2