What It Means to Be an Adolescent Teacher-And-Peer-Independent Motivation Type

Hannah Marei Krunke, Diana Raufelder


In order to enhance our understanding of interindividual differences in academic motivation, the present study
examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of
adolescent students identified as teacher-and-peer-independent motivation type (MT) (N = 295; MAge = 13.71) in
Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial
adjustment mediates the association between personality and socio-academic factors. The results revealed that
psychosocial adjustment fully mediates the associations between personality and socio-academic factors.
Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings
could be integral of supporting students on a more individualized level.

Full Text:


DOI: http://dx.doi.org/10.5539/jel.v3n3p33

Copyright (c)

Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)

Email: jel@ccsenet.org

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.