Exploring the landscape of socio-motivational relationships and achievement\nemotions in secondary school students
Notice bibliographique
Résumé
Within the school context, social relationships with peers and teachers\nfunction as powerful domains, as social interactions affect different academic\nand personal factors. The central research objective of the present cumulative\ndissertation was to investigate how socio-motivational relationships relate to\npersonal and academic aspects of students from Germany (Brandenburg) and\nCanada (Québec). A total of 1,088 secondary school students from the state of\nBrandenburg, Germany (54% girls, 46% boys) (Mage = 13.71, SD = .53, age span\n12–15 years) and 389 secondary school students from the state of Quebéc,\nCanada (56% girls, 44% boys) (Mage = 13.43, SD = .82, age span 12–16 years)\nparticipated in the study during the school years 2011/2012 (Germany) and\n2012/13 (Canada). This PhD thesis consists of three studies that are\ninterrelated by the research focus. Study 1 investigates the mediating role of\nsocio-motivational relationships for the association of neuroticism and test\nanxiety as well as perceived stress and test anxiety among German secondary\nschool students. By applying structural equation modeling (SEM), it was found\nthat high quality student-student relationships mitigate feelings of test\nanxiety in neurotic and non-neurotic students, while the perception of peers\nand teachers as a source of motivation intensified feelings of test anxiety in\nstudents, particularly in neurotic and stressed students. Study 2 was\nmotivated by the question whether socio-motivational relationships would\nmoderate the association of achievement drive and test anxiety among German\nand Canadian secondary school students. By applying Multi-Group Latent\nModerated Structural Equations (MGLMS), it was found that among Canadian\nstudents, high quality student-student relationships buffered feelings of test\nanxiety independent of students’ level of achievement drive. Additionally,\nteachers who were perceived as motivators also dampened feelings of test\nanxiety with increasing levels of achievement drive among Canadian students.\nIn contrast, among German students no such buffering effects could be found.\nHowever, the results indicate that among German students teacher-student\nrelationships, independent of quality, do not mitigate feelings of test\nanxiety with increasing levels of achievement drive but rather intensify test\nanxiety. As social settings create environments, shaping perceptions,\nattitudes, values, emotions, beliefs, and motivation (cf. Pekrun, 2006), it is\nimportant to detect relevant properties of social environments and compare\nthem quantitatively across countries. Concerning the school context, the\nmotivation typology postulated by Raufelder, Jagenow, Drury, and Hoferichter\n(2013) is an approach to put into relation students’ perception of teachers\nand peers as motivators at different degrees. The question at hand is whether\na universal, underlying motivational typology exists in school. To investigate\nthe research question of Study 3, a multigroup confirmatory latent class\nanalysis (MLCA) was conducted. The results indicate that the motivation\ntypology may be valid internationally, as the four motivation types were\nidentified not only among German students but also among Canadian students.\nHowever, cross-national differences have been found as the class sizes of each\nmotivation type varied as followed: teacher-and-peer-dependent MT (Germany:\n57%; Canada: 27%), peer-dependent MT (Germany: 34%; Canada: 14%), teacher-and-\npeer-independent MT (Germany: 29%, Canada: 20%); teacher-dependent MT\n(Germany: 10%; Canada: 9%) All studies presented in this PhD thesis indicate\nthe strong and diverse impact of learning contexts on personality aspects,\nstress, achievement emotions, and motivation by outlining the divergent role\nof socio-motivational relationships.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,003 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».