The development of socio-motivational dependency from early to middle adolescence

Frontiers in Psychology

Danilo eJagenow¹  Michael eEid¹  Diana eRaufelder¹ 

[1] Freie Universität Berlin;

关键词: person-oriented approach;    latent transition analysis;    teacher-student relationship;    student-student relationship;    socio-motivational dependency;   

DOI  :  10.3389/fpsyg.2015.00194

来源: DOAJ

【 摘 要 】

Research on students’ motivation has shown that motivation can be enhanced or undermined by social factors. However, when interpreting such findings, interindividual differences and intraindividual changes underlying students’ perception of peers and teachers as a source of motivation are often neglected. The aim of the present study was to complement our understanding of socio-motivational dependency by investigating differences in the development of students’ socio-motivational dependency from early to middle adolescence. Data from 1088 students on their perceptions of peers and teachers as positive motivators when students were in 7th and 8th grade were compared with data of the same sample two years later. Latent class analysis supported four different motivation types (MT): (1) teacher-dependent MT, (2) peer-dependent MT, (3) teacher-and-peer-dependent MT, and (4) teacher-and-peer-independent MT. Latent transition analysis revealed substantial changes between the groups. The perceived teacher influence on students’ academic motivation increased from early to middle adolescence. Divergent roles of peers and teachers on students’ academic motivation are discussed.

【 授权许可】

Unknown