Social relationships and motivation in secondary school: Four different motivation types

Raufelder, Diana; Jagenow, Danilo; Drury, Kate; Hoferichter, Frances

doi:10.1016/j.lindif.2012.12.002

Cited by 36 publications

(47 citation statements)

References 36 publications

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“…Thereby, standardized achievement test scores (e.g., grade point average) could be included to consider the effects from motivation to achievement outcomes. Finally, future studies employing a person‐oriented approach are encouraged to expand existing research on differential motivation patterns (Corpus & Wermington, ; Korpershoek, Kuyper, & van der Werf, ; Raufelder, Jagenow, Drury, & Hoferichter, ) via the inclusion of emotional components of teacher‐student relationships, such as liking and disliking.…”

Section: Discussionmentioning

confidence: 99%

The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

2016

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Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.

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Section: Discussionmentioning

confidence: 99%

The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

2016

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“…We also developed the REMO scales to address this gap in the literature. In this sense it is an instrument that examines how students differentially rely on teachers and/or peers as sources of motivation, and is predicated on the notion that individuals learn and are motivated in different ways (Raufelder et al, 2013). The purpose of this study therefore, is to report on (a) the dimensionality of REMO and (b) evidence for construct validity based on relationships of REMO with measures of students' academic achievement.…”

Section: Considerations In the Development Of The Remo Scalementioning

confidence: 99%

“…Furthermore, students with high scores on PPM tend to perceive their teachers also as positive (TPM), such as students with high scores on PNM tend to perceive their teachers also negative motivators (TNM). The subscale Independent Learning Behavior (ILB) was constructed as a control condition for the peers and teacher variables based on the idea that there are students for whom peers and teachers do not play a key role in academic achievement motivation and achievement goal orientation (see Raufelder et al, 2013). Indeed, scores on ILB were weakly negatively associated with PPM, PNM and TNM, and were no significant associations between ILB and TPM, as well as between ILB and "avoidance of academic failure" (AAF).…”

Section: Remo Dimensionalitymentioning

confidence: 99%

Development and validation of the Relationship and Motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence

Raufelder

Drury

Jagenow

et al. 2013

Learning and Individual Differences

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“…Also, it can be assumed that boys are impacted by their peer group, rather than their parents. Various studies show that students' motivation and involvement in school are influenced by their peers (Raufelder et al, 2013;van Hoorn et al, 2014). Robnett and Leaper (2013) found that students were more likely to be interested in pursuing a STEM career if their peer group valued STEM, even after controlling for individual grades, values, and expectations.…”

Section: Discussionmentioning

confidence: 99%

Mothers and Fathers—Who Matters for STEM Performance? Gender-Specific Associations Between STEM Performance, Parental Pressure, and Support During Adolescence

Hoferichter¹,

Raufelder²

2019

Front. Educ.

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Research has shown that parental pressure is negatively whereas parental support is positively associated with various scholastic outcomes, such as school engagement, motivation, and achievement. However, only few studies investigate boys' and girls' perception of mother and father pressure/support in detail. This might be particularly essential when it comes to girls' and boys' achievement in STEM subjects, as girls and boys might profit differently from parental pressure/support regarding their achievement in STEM and vice versa. This study aims to shed light on this topic and explores potential within-and over time associations between students' perception of parental pressure/support and grades in mathematics and biology. Using self-report data from 1,088 8th grade students at T1 (M age = 13.70, SD = 0.53, 54% girls) from Brandenburg, Germany, multigroup cross-lagged models were conceptualized with Mplus. The results indicate that there are gender differences in the interplay of students' grades in mathematics, biology, and their perception of parental pressure and support: Whereas, mother support plays a central beneficial role for girls' achievement in STEM subjects as well as for the other parental variables over time, for boys mother support is negatively associated with math performance over time. Within-time associations further show that boys-in contrast to girls-do not benefit from any parental support regarding their performance in mathematics or biology. Finally, results suggest that the relationship between adolescents' STEM achievement and parental pressure/support is rather mono-directional than bi-directional over time.

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Social relationships and motivation in secondary school: Four different motivation types

Cited by 36 publications

References 36 publications

The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

Development and validation of the Relationship and Motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence

Mothers and Fathers—Who Matters for STEM Performance? Gender-Specific Associations Between STEM Performance, Parental Pressure, and Support During Adolescence

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