Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?

Autor/inn/en	Bakadorova, Olga; Raufelder, Diana
Titel	Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?
Quelle	In: Journal of Educational Research, 109 (2016) 3, S.219-231 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.942031
Schlagwörter	Student Motivation; Self Concept; Academic Achievement; Role; Play; Teacher Student Relationship; Teacher Role; Grade 7; Grade 8; Foreign Countries; Correlation; Secondary School Students; Measures (Individuals); Student Attitudes; Questionnaires; Factor Analysis; Structural Equation Models; Comparative Analysis; Interpersonal Relationship; Likert Scales; Multivariate Analysis; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbstkonzept; Schulleistung; Rollen; Spiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Korrelation; Sekundarschüler; Messdaten; Schülerverhalten; Fragebogen; Faktorenanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Likert-Skala; Multivariate Analyse; Statistische Analyse; Deutschland
Abstract	Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; M[subscript Age]= 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01