Social relationships and motivation in secondary schools. Interindividual differences.

Autor/in	Raufelder, Diana Tatjana
Titel	Social relationships and motivation in secondary schools. Interindividual differences.
Quelle	Berlin: Freie Univ. (2014), 187 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Berlin, Freie Univ., Diss., 2014.
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Kompetenz; Empirische Untersuchung; Vergleich; Autonomie; Selbstbestimmung; Soziale Beziehung; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Lehrer; Schüler-Lehrer-Beziehung; Schülerleistung; Schüler-Schüler-Beziehung; Leistungsmotivation; Motivation; Peer Group; Latent-Class-Analyse; Einflussfaktor; Hochschulschrift; Typologie; Jugendlicher; Deutschland
Abstract	In order to enhance [the] understanding of interindividual differences in adolescents' scholastic motivation, the author examined in [this] dissertation the interplay of social relationships and scholastic motivation following a person-oriented approach. This project consisted of three different steps. In a first step, a scale (REMO = Relationship & Motivation) was developed using information from both the motivation and the social relationships in school literatures. Furthermore, aspects of developmental psychology were included in order to consider the specific developmental phase of early adolescence. Based on the multi-dimensional character of motivation the author focused not on any one specific aspect of motivation, but rather emphasized the interconnection between motivation and social relationships in school. [...] In a second step, by using the REMO-scales "Peers as positive Motivators" (PPM) and "Teachers as positive Motivators" (TPM) a confirmatory latent class analysis (CLCA) was conducted in order to enhance [the] understanding of interindividual differences in scholastic motivation. [...] In a third step, self-determination was tested as a predictor of school engagement of the four different motivation types using a combination of person- and variable-oriented analyses. [...] Finally, findings of all three steps (studies) have been summarized, including theoretical and practical implications, future directions as well as general conclusions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1