ERIC Number: EJ1100008
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 109
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Authoring Institution: N/A
Identifiers - Location: Germany