The Relationship between Relative Levels of Motivation and Intrapersonal, Interpersonal, and Academic Functioning among Older Adolescents

Autor/inn/en	Gilman, Rich; Anderman, Eric M.
Titel	The Relationship between Relative Levels of Motivation and Intrapersonal, Interpersonal, and Academic Functioning among Older Adolescents
Quelle	In: Journal of School Psychology, 44 (2006) 5, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2006.03.004
Schlagwörter	Late Adolescents; High School Students; Student Motivation; Academic Achievement; Interpersonal Relationship; Multivariate Analysis; Comparative Analysis; Self Esteem; Grade Point Average; Depression (Psychology); Anxiety; Satisfaction + Suchen Sie Ihr Suchwort? Halbstarker; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Multivariate Analyse; Self-esteem; Selbstaufmerksamkeit; Angst; Zufriedenheit
Abstract	Using cluster analysis to combine specific adaptive measures related to mastery motivation (intrinsic motivation, self-adequacy, and locus of control), a total of 654 high school students were placed into distinct adaptive motivation groups. Mean scores on a variety of self-reported and peer-reported measures of interpersonal, intrapersonal, and academic functioning were compared across the groups. Results found that youth in the "high adaptive" motivation group reported significantly higher global and family satisfaction, self-esteem, interpersonal relations, grade-point average and school belonging, and significantly lower depression, anxiety and social stress than youth in the other two motivation groups. Peer-reported prosocial and academic behaviors were significantly related to higher levels of adaptive motivation. Collectively, these findings suggest a number of psychological, social, and academic benefits that are associated with incremental levels of adaptive motivation. The implications of these findings for research and practice conclude the paper. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10