Exploring the landscape of socio-motivational relationships and achievement\nemotions in secondary school students
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".