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Learning Environments Research - An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build... 相似文献
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Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献
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Diana Raufelder Diomira Sahabandu Guadalupe Sánchez Martínez Victoria Escobar 《教育心理学》2015,35(2):137-157
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; MAge?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations. 相似文献
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Diana Raufelder Frances Hoferichter David Schneeweiss Megan A. Wood 《Psychology in the schools》2015,52(5):447-462
Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation. 相似文献
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Diana Raufelder Nicola Neumann Martin Domin Robert C. Lorenz Tobias Gleich Sabrina Golde Lydia Romund Anne Beck Frances Hoferichter 《Child development》2021,92(6):2213-2223
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. 相似文献
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In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement. 相似文献
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Anika Bürgermeister Tobias Ringeisen Diana Raufelder 《Teaching in Higher Education》2016,21(8):990-1005
Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students’ self-determination affected students’ sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students’ performance during a moderation exam. We conducted a quasi-experimental field study with university students (N?=?160), who were evenly distributed between an experimental (EG) and a control group (CG). The results of multi-group path analysis suggest that simultaneously fostering autonomy, competence, and relatedness (EG), in comparison to providing autonomy and competence support only (CG), leads to a stronger link between perceived competence and social relatedness. If students experience moderation competence, they in turn feel socially related to their teacher, which leads to an even higher competence perception thereafter. The crucial role of teachers’ behaviour, in particular relatedness support, in learning development is discussed. 相似文献
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In this study, we examined whether socio‐motivational relationships, such as student–student relationships (SSR) and teacher–student relationships (TSR), as well as peers as positive motivators (PPM) and teachers as positive motivators (TPM), would mediate the association of both perceived stress and neuroticism with test anxiety in 1,088 German students from grades seven and eight. Results from structural equation modeling revealed that a high quality of SSR mediated the relationship between neuroticism and test anxiety, which was not the case for TSR. Furthermore, both PPM and TPM acted as mediators in all hypothesized associations. Interestingly, although a high quality of SSR mitigated feelings of test anxiety, PPM and TPM intensified test anxiety in neurotic students. The role of social relationships as protective factors as well as risk factors is discussed, as are the implications of the findings for educators, school psychologists, and teachers. 相似文献
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Olga Bakadorova Diana Raufelder 《European Journal of Psychology of Education - EJPE》2014,29(3):347-366
It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. The current study examined the interplay of individual school self-concept, socio-motivational support and achievement motivation in a large sample of seventh and eighth grade students (N?=?1,088; M Age?=?13.7) in secondary schools in Brandenburg, Germany. Structural equation modeling was used to test the associations between individual school self-concept, socio-motivational support, and achievement motivation. The results showed that the teacher–student relationship as well as “teachers as positive motivators” mediated the association between individual school self-concept and achievement motivation. In contrast, neither “peers as positive motivators” nor the student–student relationship mediated this association. These results support the notion that maintaining a positive teacher–student relationship as well as encouraging teachers in the role of positive motivators could be an effective starting point for prevention and intervention programs aimed at offsetting the decline in individual school self-concept and achievement motivation during adolescence. 相似文献
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The current study investigates the mediating role of student–student relationships (SSRs) and teacher–student relationships (TSRs) in the association between neuroticism and test anxiety. Gender differences in these associations were examined. A total of 513 adolescent girls and boys from secondary schools in Berlin, Germany completed questionnaires on test anxiety, personality and quality of SSRs and TSRs. As expected, the results of group comparison analysis indicated that girls showed higher mean levels of test anxiety and neuroticism as compared to boys. Furthermore, negative correlations were observed between test anxiety and TSR for girls only. Structural equation modelling revealed a positive relationship between neuroticism and test anxiety, which was mediated by the SSRs, but not by the TSR. The results highlight the importance of a high quality SSR for both girls and boys, especially as this relationship was found to mediate the association between neuroticism and test anxiety in schools and therefore might contribute to lower anxiety in learning environments. Practical implications of these findings are outlined. 相似文献