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Autor/inn/enRaufelder, Diana; Regner, Nicola; Wood, Megan A.
TitelTest anxiety and learned helplessness is moderated by student perceptions of teacher motivational support.
QuelleIn: Educational psychology, 38 (2018) 1, S. 54-74
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BeigabenLiteraturangaben
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0144-3410; 1469-5820
DOI10.1080/01443410.2017.1304532
SchlagwörterAngst; Emotion; Emotionales Verhalten; Emotionalität; Fremdwahrnehmung; Leistungsdruck; Motivationsstörung; Selbstwahrnehmung; Adoleszenz; Lehrer-Schüler-Interaktion; Schulische Motivation; Schulleistung; Prüfungsangst; Lernmotivation; Motivation; Hilflosigkeit; Unterstützung; Jugendlicher
AbstractThe aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N=845, aged 13-17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of text anxiety and helplessness in school would be buffered by students' perception of their teachers as positive motivators (TPM). TPM refers to student motivation within the academic context, which results from their perception of teacher support. Interesting differences between the two components of test anxiety were identified: emotionality was positively associated with helplessness in school, whereas worry was negatively associated. Using latent moderated structural equations (LMS), the findings revealed that TPM functions as a moderator in the interplay between emotionality and learned helplessness. Despite these results, TPM did not operate as a buffer between emotionality and learned helplessness since helplessness in school was the highest when students perceived some degree of TPM. These findings make a case for implementing specific psychological interventions within the school context in order to prevent helplessness in school. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2022/2
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