Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?

Olga Bakadorova and Diana Raufelder

The Journal of Educational Research, 2016, vol. 109, issue 3, 219-231

Abstract: 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; MAge= 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.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2014.942031 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:109:y:2016:i:3:p:219-231

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2014.942031

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().