NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075804
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-1927-5250
What It Means to Be an Adolescent Teacher-and-Peer-Independent Motivation Type
Krunke, Hannah Marei; Raufelder, Diana
Journal of Education and Learning, v3 n3 p33-44 2014
In order to enhance our understanding of interindividual differences in academic motivation, the present study examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of adolescent students identified as teacher-and-peer-independent motivation type (MT) (N = 295; M[subscript Age] = 13.71) in Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial adjustment mediates the association between personality and socio-academic factors. The results revealed that psychosocial adjustment fully mediates the associations between personality and socio-academic factors. Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings could be integral of supporting students on a more individualized level.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire