Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school.

Autor/inn/en	Hoferichter, Frances; Raufelder, Diana; Eid, Michael; Bukowski, William M.
Titel	Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school.
Quelle	In: School psychology international, 35 (2014) 6, S. 627-648Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0143-0343; 1461-7374
DOI	10.1177/0143034314552345
Schlagwörter	Vergleichsuntersuchung; Peer-Beziehungen; Motivationsforschung; Selbstkonzept; Selbstwahrnehmung; Soziale Motivation; Adoleszenz; Pubertät; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Sekundarschüler; Lernerfolg; Schulische Motivation; Prüfungsangst; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Jugendlicher; Brandenburg; Deutschland; Kanada; Québec
Abstract	This cross-national study investigates the perception of the impact of students' relationships towards teachers and peers on scholastic motivation in a total sample of 1477 seventh and eighth grade German (N=1088) and Canadian (N=389) secondary school students. By applying Multigroup Confirmatory Latent Class Analysis in Mplus we confirmed four different motivation types: (1) teacher-dependent; (2) peer-dependent; (3) teacher-and-peer-dependent; (4) teacher-and-peer-independent motivation types in Québec, Canada, as they were found in a preliminary study among German students in the state of Brandenburg (Raufelder, Jagenow, Drury, & Hoferichter, 2013). However, across the two samples, the class sizes varied considerable. The largest group among Canadian students was composed of teacher-and-peer-dependent students, followed by teacher-and-peer-independent students, while the largest group among German students was composed of peer-dependent students, followed by teacher-and-peer-independent students. In both settings the teacher-dependent motivation type constituted the smallest group. These results manifest the different impacts of social environmental variables on the motivation of German and Canadian students, having practical implications for school psychologists and educators in general. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2