Motivational relations with peers and teachers among German and Turkish adolescents. A cross-cultural perspective.

Autor/inn/en	Raufelder, Diana; Bakadorova, Olga; Yalcin, Seher; Dibek, Münevver Ilgun; Yavuz, H. Cigdem
Titel	Motivational relations with peers and teachers among German and Turkish adolescents. A cross-cultural perspective.
Quelle	In: Learning and individual differences, (2017) 55, S. 13-20Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2017.02.004
Schlagwörter	Peer-Beziehungen; Soziale Situation; Soziale Bindung; Soziale Motivation; Subjektivität; Wohlbefinden; Soziale Beziehung; Adoleszenz; Schulische Motivation; Interkulturelle Differenz; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Lernverhalten; Motivation; Soziale Kompetenz; Engagement; Kollektivismus; Kultureller Unterschied; Jugendlicher; Deutschland; Türkei
Abstract	Universally, both peers and teachers play an important role in fostering students' well-being, school engagement and their academic motivation, thereby contributing to students' academic success. Simultaneously interpersonal relations (Chiu & Chow, 2010; Yildirim, 2012) as well as possible achievement motives (Maehr, 1974), marked by collectivism or individualism, are deeply rooted in social structures (Hofstede, 1986). However, the specific differences in school contexts across cultures remain poorly investigated. To close this gap, the current study uses the Relationship and Motivation scale devised by Raufelder, Jagenow, Drury, Hoferichter and Bukowski (2013) to explore potential differences between German and Turkish adolescents in their socio-motivational relations with peers and teachers. The results of intercultural comparison suggest that while Turkish adolescents tend to be motivated through relations with both peers and teachers, German adolescents reveal more individual learning behavior. This finding illustrates that peers and teachers have different effects on students' academic motivation in different cultures, suggesting important practical implications for modern intercultural societies. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2