The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students.

Autor/inn/en	Hoferichter, Frances; Raufelder, Diana; Eid, Michael
Titel	The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students.
Quelle	In: Psychology in the schools, 51 (2014) 7, S. 736-752Infoseite 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.21778
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Leistungsdruck; Motivationsforschung; Neurotizismus; Selbstkonzept; Selbstwahrnehmung; Soziale Motivation; Adoleszenz; Pubertät; Schuljahr 07; Schuljahr 08; Schulleitung; Lernerfolg; Prüfungsvorbereitung; Schulische Motivation; Prüfungsangst; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Jugendlicher
Abstract	In this study, we examined whether socio-motivational relationships, such as student-student relationships (SSR) and teacher-student relationships (TSR), as well as peers as positive motivators (PPM) and teachers as positive motivators (TPM), would mediate the association of both perceived stress and neuroticism with test anxiety in 1,088 German students from grades seven and eight. Results from structural equation modeling revealed that a high quality of SSR mediated the relationship between neuroticism and test anxiety, which was not the case for TSR. Furthermore, both PPM and TPM acted as mediators in all hypothesized associations. Interestingly, although a high quality of SSR mitigated feelings of test anxiety, PPM and TPM intensified test anxiety in neurotic students. The role of social relationships as protective factors as well as risk factors is discussed, as are the implications of the findings for educators, school psychologists, and teachers. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2