Social relationships and motivation in secondary school. Four different motivation types.

Autor/inn/en	Raufelder, Diana; Jagenow, Danilo; Drury, Kate; Hoferichter, Frances
Titel	Social relationships and motivation in secondary school. Four different motivation types.
Quelle	In: Learning and individual differences, (2013) 24, S. 89-95Infoseite 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.2012.12.002
Schlagwörter	Peer-Beziehungen; Soziale Situation; Selbstbeurteilung; Soziale Motivation; Soziale Beziehung; Adoleszenz; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Sekundarschule; Schulische Motivation; Schüler-Schüler-Beziehung; Lernmotivation; Motivation; Jugendlicher
Abstract	In order to enhance our understanding of individual differences in scholastic motivation, the present study examined if social relationships in school are equally important for motivation across a large sample of adolescent students. Based on past research as well as our preliminary findings, it was hypothesized that there would be four different motivation types (MT): (1) teacher-dependent MT, (2) peer-dependent MT, (3) teacher- and peer-dependent MT, and (4) teacher- and peer-independent MT. Self-report data of 1088 seventh and eighth-grade students' perception of social relationships and scholastic motivation were used to test our model of four different motivation types. Confirmatory latent class analysis (CLCA) was conducted. In line with our hypothesis, the results of the CLCA confirmed our 4 latent class model. The results indicate the relevancy of the typology. The findings could be integral to the creation of learning programs that support students on a more individualized level. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2