teacher-student relationship; student-student relationship; motivation; adolescence; secondary schools; social relationships
In order to enhance our understanding of interindividual differences in adolescents’ scholastic motivation, the present dissertation examined the interplay of social relationships and motivation following a person-oriented approach. The dissertation consits of three empirical studies: In the first study, a scale - measuring relationships and motivation (REMO) - was developed and validated to assess students’ perceptions of peers and teachers as motivators. In the second study,1088 7th and 8th grade students were examined in terms of different motivation types using the REMO scales. By using confirmatory latent class analysis (CLCA) four different motivation types (MT) have been identified: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer- and teacher-dependent MT, (4) peer- and teacher-independent MT. In the third study, the three aspects of self-determination (autonomy, competence, relatedness) were tested as predictors of the school engagement of the four different motivation types using a multigroup structural equation modeling (MSEM). The findings underscore the relevance of the typology as well as important interindividual differences in the association between students’ psychological needs (autonomy, competence, relatedness) and their school engagement.
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