It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. The current study examined the interplay of individual school self-concept, socio-motivational support and achievement motivation in a large sample of seventh and eighth grade students (N = 1,088; M Age = 13.7) in secondary schools in Brandenburg, Germany. Structural equation modeling was used to test the associations between individual school self-concept, socio-motivational support, and achievement motivation. The results showed that the teacher–student relationship as well as “teachers as positive motivators” mediated the association between individual school self-concept and achievement motivation. In contrast, neither “peers as positive motivators” nor the student–student relationship mediated this association. These results support the notion that maintaining a positive teacher–student relationship as well as encouraging teachers in the role of positive motivators could be an effective starting point for prevention and intervention programs aimed at offsetting the decline in individual school self-concept and achievement motivation during adolescence.
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Dipl. Ed. Olga Bakadorova. Doctoral Candidate Department of Educational Science and Psychology, AB Methods and Evaluation, Project SELF—Schumpeter Fellowship Volkswagen Foundation, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin. Phone: +49-(0)30-838 55748; Fax: +49-(0)30-838 55629; Web site: www.self-project.de
Current themes of research:
Achievement Motivation in Adolescence. Social Relationships in School (Teacher–Student Relationship, Student–Student Relationship). School Self-Concept
Dr. Diana Raufelder. Department of Educational Science and Psychology, AB Methods and Evaluation, Project SELF—Schumpeter Fellowship Volkswagen Foundation, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin. Phone: +49-(0)30-838 55748; Fax: +49-(0)30-838 55629; Web site: www.self-project.de
Current themes of research:
Emotion- und Motivation research. Social Relationships in School (Teacher–Student Relationship, Student–Student Relationship). Method triangulation. Qualitative and Quantitative Methods in Educational Psychology
Most relevant publications in the field of Psychology of Education:
Raufelder, D., Jagenow, D., Hoferichter, F., Drury, K. (2013). The person-oriented approach in the field of educational psychology. Problems of Psychology in the 21st Century, 5, 79–88.
Raufelder, D., Drury, K., Jagenow, D., Hoferichter, F. & Bukowski, W. (2013). Development and validation of the Relationship and Motivation (REMO) scales to assess students' perceptions of peers and teachers as motivators in adolescence. Learning and Individual Differences, 23, 182-189. doi: 10.1016/j.lindif.2013.01.001
Raufelder, D., Jagenow, D., Drury, K. & Hoferichter, F. (2013). Social Relationships and Motivation in Secondary School: 4 different motivation types. Learning and Individual Differences, 22, 89-95. doi:10.1016/j.lindif.2012.12.002
Raufelder, D., Jagenow, D., Hoferichter, F., & Wilkinson, R. P. (2012). An interdisciplinary challenge: method triangulation in the field of brain development and motivation. Psychology Research, 2, 627-636.
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Bakadorova, O., Raufelder, D. The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students. Eur J Psychol Educ 29, 347–366 (2014). https://doi.org/10.1007/s10212-013-0202-5
- Individual school self-concept
- Social relationships
- Achievement motivation
- Socio-motivational support
- Structural equation modeling