Does self-determination predict the school engagement of four different motivation types in adolescence?

Autor/inn/en	Raufelder, Diana; Regner, Nicola; Drury, Kate; Eid, Michael
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 Link als defekt meldenVerfügbarkeit
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; Autonomie; Brandenburg; Deutschland; Motivation; Wahrnehmung; Engagement; Lernmotivation; Selbstbestimmung; Strukturgleichungsmodell; 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