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Unterrichtswissenschaft

, Volume 46, Issue 1, pp 105–122 | Cite as

Fungieren schulische Peer-Beziehungen als Moderatoren im Zusammenspiel von Prüfungsangst und schulischer Hilflosigkeit in der Adoleszenz?

  • Anne-Katrin Schulze
  • Diana Raufelder
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Zusammenfassung

In der vorliegenden Studie galt es in Anlehnung an die Buffering Hypothesis (Cohen und Wills 1985) sozio-motivationale Peer-Beziehungen im Schulkontext als Moderatoren in der Beziehung von Prüfungsangst und schulischer Hilflosigkeit in einer großen Stichprobe von adoleszenten Schülern und Schülerinnen der 9. Klasse (N = 845; M age  = 15,32) an Brandenburger Sekundarschulen zu testen. Mittels latenter moderierter Strukturgleichungsanalyse (LMS) wurden zwei Interaktionseffekte identifiziert: Sowohl die Qualität des Schüler-Schüler-Verhältnisses (SSV) als auch Peers als positive Motivatoren (PPM) moderieren die Beziehung zwischen der Besorgnis-Komponente der Prüfungsangst (worry) und schulischer Hilflosigkeit. Zusammenfassend lässt sich festhalten, dass positiv wahrgenommene Peer-Beziehungen im Schulkontext einen effektiven Ansatzpunkt zur Prävention und Intervention von schulischer Hilflosigkeit darstellen.

Schlüsselwörter

Prüfungsangst Schulische Peer-Beziehungen Schulbezogene Hilflosigkeit Adoleszenz 

Does scholastic peer-relationships function as moderators in the interplay between test anxiety and helplessness in school in adolescence?

Abstract

In this study we examined in accordance with the buffering hypothesis (Cohen und Wills 1985) whether socio-motivational peer-relationships moderate the relationship between test anxiety and helplessness in school in a large sample of adolescent students in 9th grade (N = 845; M age  = 15,32) in secondary schools in Brandenburg, Germany. By using latend moderated structural equations (LMS) two interaction effects have been identified: the student-student-relationship (SSV) as well as peers as positive motivators (PPM) moderate the association between the cognitive component of test anxiety (worry) and helplessness in school. In summary, perceived positive peer-relationships in school context might function as effective starting point for prevention and intervention against helplessness in school.

Keywords

Test anxiety Peer-relationships Helplessness in school Adolescence 

Notes

Danksagung

Die vorliegende Studie wurde von der Volkswagen Stiftung im Rahmen der Schumpeter Initiative (Schumpeter Fellowship, II/84 452) gefördert. Unser Dank gilt zudem den teilnehmenden Schulen, Schülerinnen und Schülern, Lehrerinnen und Lehrern, sowie den Eltern, die diese Studie erst möglich gemacht haben.

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2018

Authors and Affiliations

  1. 1.Ernst-Moritz Arndt UniversitätGreifswaldDeutschland

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