NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057511
Record Type: Journal
Publication Date: 2015-May
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0033-3085
The Power of Social and Motivational Relationships for Test-Anxious Adolescents' Academic Self-Regulation
Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.
Psychology in the Schools, v52 n5 p447-462 May 2015
Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher-student relationship were found to be strong predictors of the self-determined aspects of academic self-regulation. Additionally, both peers as positive motivators and the student-student relationship are essential for external self-regulation.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany