Longitudinal associations between academic motivation and school-related stressors in adolescents transitioning to secondary school

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-04-26 DOI:10.1016/j.learninstruc.2025.102144

Jingyun Wang , Tessa Kaufman , Stefanos Mastrotheodoros , Susan Branje

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引用次数: 0

Abstract

Background

Changes in education and socialization during the transition to secondary school may increase school-related social stressors in the family and school context, which are thought to affect adolescents' academic motivation. Although adolescents’ academic motivation has been found to decline over time, the associations between changes in different types of academic motivation and school-related social stressors in the family and school context remain unclear.

Aims

This study aimed to examine the associations between trajectories of academic motivation and school-related social stressors over the secondary school transition.

Samples

This preregistered four-wave longitudinal study included 290 Dutch adolescents (M_age = 11.58, SD = .44 at T1; 49.3 % boys) who were followed over the transition from primary to secondary school.

Methods

Five univariate Latent Growth Curve Models (LGM) and six bivariate growth models were estimated to test our hypotheses.

Results

Results showed that the level and change of parental academic pressure were positively associated with the level and change of controlled academic motivation, while the level and change of perceived negative relationships with teachers were negatively associated with the level and change of autonomous academic motivation.

Conclusions

These results suggest a distinct role of parental and teacher relationships in specific aspects of academic motivation.

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升入中学的青少年学业动机与学校相关压力源的纵向关联

在向中学过渡期间，教育和社会化的变化可能会增加家庭和学校环境中与学校相关的社会压力源，这被认为会影响青少年的学习动机。虽然已经发现青少年的学习动机随着时间的推移而下降，但不同类型的学习动机的变化与家庭和学校环境中与学校相关的社会压力源之间的联系尚不清楚。目的本研究旨在探讨中学生学业动机轨迹与学校相关社会压力源之间的关系。这项预先登记的四波纵向研究包括290名荷兰青少年(T1时，Mage = 11.58, SD = 0.44；49.3%男孩)，他们在从小学到中学的过渡期间被跟踪。方法采用5个单变量潜在增长曲线模型（LGM）和6个双变量潜在增长曲线模型对我们的假设进行检验。结果父母学业压力水平和变化与控制性学业动机水平和变化呈显著正相关，与教师感知负性关系水平和变化与自主学业动机水平和变化呈显著负相关。这些结果表明，父母和教师关系在学业动机的特定方面具有明显的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.