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ERIC Number: EJ1100008
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 109
ISBN: N/A
ISSN: ISSN-0022-0671
Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?
Bakadorova, Olga; Raufelder, Diana
Journal of Educational Research, v109 n3 p219-231 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany