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Autor/inn/en | Raufelder, Diana; Regner, Nicola; Drury, Kate; Eid, Michael |
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Titel | Does self-determination predict the school engagement of four different motivation types in adolescence? |
Quelle | In: Educational psychology, 36 (2016) 7, S. 1242-1263Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0144-3410; 1469-5820 |
DOI | 10.1080/01443410.2015.1008405 |
Schlagwörter | Strukturgleichungsmodell; Peer-Beziehungen; Autonomie; Selbstbestimmung; Selbstkonzept; Selbstwahrnehmung; Wahrnehmung; Adoleszenz; Schulische Motivation; Schüler-Schüler-Beziehung; Lernmotivation; Motivation; Engagement; Verbundenheit; Jugendlicher; Brandenburg; Deutschland |
Abstract | In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N=1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students' psychological needs (competence, relatedness and autonomy) and their school engagement. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |