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

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 neg...

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Detalles Bibliográficos
Autores principales: Jagenow, Danilo, Raufelder, Diana, Eid, Michael
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4340142/
https://www.ncbi.nlm.nih.gov/pubmed/25762966
http://dx.doi.org/10.3389/fpsyg.2015.00194
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author Jagenow, Danilo
Raufelder, Diana
Eid, Michael
author_facet Jagenow, Danilo
Raufelder, Diana
Eid, Michael
author_sort Jagenow, Danilo
collection PubMed
description 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 seventh and eighth grade were compared with data of the same sample 2 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.
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spelling pubmed-43401422015-03-11 The development of socio-motivational dependency from early to middle adolescence Jagenow, Danilo Raufelder, Diana Eid, Michael Front Psychol Psychology 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 seventh and eighth grade were compared with data of the same sample 2 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. Frontiers Media S.A. 2015-02-25 /pmc/articles/PMC4340142/ /pubmed/25762966 http://dx.doi.org/10.3389/fpsyg.2015.00194 Text en Copyright © 2015 Jagenow, Raufelder and Eid. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Jagenow, Danilo
Raufelder, Diana
Eid, Michael
The development of socio-motivational dependency from early to middle adolescence
title The development of socio-motivational dependency from early to middle adolescence
title_full The development of socio-motivational dependency from early to middle adolescence
title_fullStr The development of socio-motivational dependency from early to middle adolescence
title_full_unstemmed The development of socio-motivational dependency from early to middle adolescence
title_short The development of socio-motivational dependency from early to middle adolescence
title_sort development of socio-motivational dependency from early to middle adolescence
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4340142/
https://www.ncbi.nlm.nih.gov/pubmed/25762966
http://dx.doi.org/10.3389/fpsyg.2015.00194
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