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

机译:青春期早期到中期的社会动机依赖性的发展

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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.
机译:对学生动机的研究表明,动机可以被社会因素增强或削弱。但是,在解释这些发现时,通常会忽略个体之间的差异以及个体之间的内在变化,这些变化导致学生将同伴和老师视为动力的来源。本研究的目的是通过调查学生从早期到中期的社会动机依赖性发展差异来补充我们对社会动机依赖性的理解。比较了1088名学生在七年级和八年级时对同伴和老师的积极动机的看法,并与两年后同一样本的数据进行了比较。潜在课堂分析支持四种不同的动机类型(MT):( 1)依赖教师的MT,(2)依赖于同行的MT,(3)依赖于教师和同伴的MT,以及(4)依赖教师和同伴的MT独立MT。潜在过渡分析显示了两组之间的实质性变化。老师对学生学习动机的影响从青春期的早期到中期就增加了。讨论了同伴和老师在学生学习动机上的不同作用。

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