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.1239-1260 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1008405
Schlagwörter	Foreign Countries; Secondary School Students; Grade 7; Grade 8; Self Determination; Predictor Variables; Learner Engagement; Student Motivation; Adolescents; Structural Equation Models; Psychological Needs; Teacher Student Relationship; Peer Relationship; Hypothesis Testing; Factor Analysis; Correlation; Comparative Analysis; Individual Differences; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Selbstbestimmung; Prädiktor; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Hypothesenprüfung; Hypothesentest; Faktorenanalyse; Korrelation; Individueller Unterschied; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01