What it means to be an adolescent teacher-and-peer-independent motivation type.

Autor/inn/en	Krunke, Hannah Marei; Raufelder, Diana
Titel	What it means to be an adolescent teacher-and-peer-independent motivation type.
Quelle	In: Journal of education and learning, 3 (2014) 3, S. 33-44 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1927-5269
DOI	10.5539/jel.v3n3p33
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Neurotizismus; Persönlichkeit; Persönlichkeitsmerkmal; Psychosoziale Situation; Selbstkonzept; Selbstwahrnehmung; Adoleszenz; Schulische Motivation; Schüler-Schüler-Beziehung; Leistungsmotivation; Lernmotivation; Motivation; Jugendlicher; Brandenburg; Deutschland
Abstract	In order to enhance our understanding of interindividual differences in academic motivation, the present study examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of adolescent students identified as teacher-and-peer-independent motivation type (MT) (N=295; M AGE=13.71) in Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial adjustment mediates the association between personality and socio-academic factors. The results revealed that psychosocial adjustment fully mediates the associations between personality and socio-academic factors. Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings could be integral of supporting students on a more individualized level. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2