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

Hannah Marei Krunke, Diana Raufelder

Abstract


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: PDF DOI: 10.5539/jel.v3n3p33

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

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