Effect of negative peer climate on the development of autonomous motivation in mathematics.

Autor/inn/en	Reindl, Marion; Berner, Valérie-D.; Scheunpflug, Annette; Zeinz, Horst; Dresel, Markus
Titel	Effect of negative peer climate on the development of autonomous motivation in mathematics. Gefälligkeitsübersetzung: Effekte des negativen Peer-Klimas auf die Entwicklung der autonomen Mathematik-Motivation.
Quelle	In: Learning and individual differences, (2015) 38, S. 68-75Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Geschlechtsspezifischer Unterschied; Klassenraum; Sekundarbereich; Lehrerausbildung; Extrinsische Motivation; Intrinsische Motivation; Leistungsmotivation; Lernmotivation; Peer-Group; Mathematik
Abstract	Assessed how the development of autonomous motivation in mathematics is affected by a negative peer climate in the classroom setting. The authors based their study on self-determination theory, hypothesizing that a negative peer climate predicts a decline in students' autonomous motivation. Three assessments were made over two years; the first after the start of the initial school year, and again at the transition to each of the two consecutive grades. Results drawn from students in 39 classrooms supported the hypothesis, indicating that classmates influenced domain-specific motivation. A negative peer climate had a negative effect on the development of autonomous domain-specific motivation in mathematics. Decline in autonomous motivation was seen to be greater in boys than in girls, and decline was also smaller in higher grade levels. Variation in motivational development differed substantially between classrooms. Less decline in autonomous motivation could be observed in classrooms with a weak negative climate compared to those with a strong negative peer climate. In conclusion, peer group influence had a substantial effect on domain-specific autonomous motivation in mathematics. Suggestions for future study include examining the differing influences of collectively or individually perceived negative peer climate, and the possible mediating effects of individual student levels of task engagement and achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3