What It Means to Be an Adolescent Teacher-And-Peer-Independent Motivation Type
- Hannah 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.
h-index (March 2021): 37
i10-index (March 2021): 171
h5-index (2015-2019): 23
h5-median (2015-2019): 33
- Grace LinEditorial Assistant