The power of social and motivational relationships for test-anxious adolescents' academic self-regulation.

Autor/inn/en	Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.
Titel	The power of social and motivational relationships for test-anxious adolescents' academic self-regulation.
Quelle	In: Psychology in the schools, 52 (2015) 5, S. 447-462Infoseite 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.21836
Schlagwörter	Strukturgleichungsmodell; Peer-Beziehungen; Selbstbestimmungstheorie; Selbstkonzept; Soziale Motivation; Soziale Beziehung; Adoleszenz; Brandenburg; Deutschland; Prüfungsangst; Soziales Lernen; Lernmotivation; Soziale Motivation; Strukturgleichungsmodell; Prüfungsangst; Schüler-Schüler-Beziehung; Lernmotivation; Selbstständiges Lernen; Soziale Kompetenz; Soziales Lernen; Jugendlicher; Brandenburg; Deutschland
Abstract	Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) - both sub-theories of self-determination theory (SDT) - the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N=1088; M AGE=13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher-student relationship were found to be strong predictors of the self-determined aspects of academic self-regulation. Additionally, both peers as positive motivators and the student-student relationship are essential for external self-regulation. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2