Exploring the landscape of socio-motivational relationships and achievement emotions in secondary school students.

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Autor/in	Hoferichter, Frances
Titel	Exploring the landscape of socio-motivational relationships and achievement emotions in secondary school students.
Quelle	Berlin: Freie Universität Berlin (2016), 187 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2016.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000101372-8
Schlagwörter	Sekundarbereich; Schüler; Motivation; Dissertation
Abstract	Within the school context, social relationships with peers and teachers function as powerful domains, as social interactions affect different academic and personal factors. The central research objective of the present cumulative dissertation was to investigate how socio-motivational relationships relate to personal and academic aspects of students from Germany (Brandenburg) and Canada (Québec). A total of 1,088 secondary school students from the state of Brandenburg, Germany (54% girls, 46% boys) (Mage = 13.71, SD = .53, age span 12-15 years) and 389 secondary school students from the state of Quebéc, Canada (56% girls, 44% boys) (Mage = 13.43, SD = .82, age span 12-16 years) participated in the study during the school years 2011/2012 (Germany) and 2012/13 (Canada). This PhD thesis consists of three studies that are interrelated by the research focus. Study 1 investigates the mediating role of socio-motivational relationships for the association of neuroticism and test anxiety as well as perceived stress and test anxiety among German secondary school students. By applying structural equation modeling (SEM), it was found that high quality student-student relationships mitigate feelings of test anxiety in neurotic and non-neurotic students, while the perception of peers and teachers as a source of motivation intensified feelings of test anxiety in students, particularly in neurotic and stressed students. Study 2 was motivated by the question whether socio-motivational relationships would moderate the association of achievement drive and test anxiety among German and Canadian secondary school students. By applying Multi-Group Latent Moderated Structural Equations (MGLMS), it was found that among Canadian students, high quality student-student relationships buffered feelings of test anxiety independent of students´ level of achievement drive. Additionally, teachers who were perceived as motivators also dampened feelings of test anxiety with increasing levels of achievement drive among Canadian students. In contrast, among German students no such buffering effects could be found. However, the results indicate that among German students teacher-student relationships, independent of quality, do not mitigate feelings of test anxiety with increasing levels of achievement drive but rather intensify test anxiety. As social settings create environments, shaping perceptions, attitudes, values, emotions, beliefs, and motivation (cf. Pekrun, 2006), it is important to detect relevant properties of social environments and compare them quantitatively across countries. Concerning the school context, the motivation typology postulated by Raufelder, Jagenow, Drury, and Hoferichter (2013) is an approach to put into relation students´ perception of teachers and peers as motivators at different degrees. The question at hand is whether a universal, underlying motivational typology exists in school. To investigate the research question of Study 3, a multigroup confirmatory latent class analysis (MLCA) was conducted. The results indicate that the motivation typology may be valid internationally, as the four motivation types were identified not only among German students but also among Canadian students. However, cross-national differences have been found as the class sizes of each motivation type varied as followed: teacher-and-peer-dependent MT (Germany: 57%; Canada: 27%), peer-dependent MT (Germany: 34%; Canada: 14%), teacher-and-peer-independent MT (Germany: 29%, Canada: 20%); teacher-dependent MT (Germany: 10%; Canada: 9%) All studies presented in this PhD thesis indicate the strong and diverse impact of learning contexts on personality aspects, stress, achievement emotions, and motivation by outlining the divergent role of socio-motivational relationships. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2016/3