The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students.

Autor/inn/en	Bakadorova, Olga; Raufelder, Diana
Titel	The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students.
Quelle	In: European Journal of education and psychology, 29 (2014) 3, S. 347-366 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1888-8992; 1989-2209
DOI	10.1007/s10212-013-0202-5
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Selbstkonzept; Selbstwahrnehmung; Soziale Motivation; Adoleszenz; Schuljahr 07; Schuljahr 08; Schüler-Lehrer-Beziehung; Schüler; Schulische Motivation; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Jugendlicher; Brandenburg
Abstract	It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. The current study examined the interplay of individual school self-concept, socio-motivational support and achievement motivation in a large sample of seventh and eighth grade students (N=1,088; M Age=13.7) in secondary schools in Brandenburg, Germany. Structural equation modeling was used to test the associations between individual school self-concept, socio-motivational support, and achievement motivation. The results showed that the teacher-student relationship as well as "teachers as positive motivators" mediated the association between individual school self-concept and achievement motivation. In contrast, neither "peers as positive motivators" nor the student-student relationship mediated this association. These results support the notion that maintaining a positive teacher-student relationship as well as encouraging teachers in the role of positive motivators could be an effective starting point for prevention and intervention programs aimed at offsetting the decline in individual school self-concept and achievement motivation during adolescence. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2