Background: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. Aims: We…

Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large…

Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test…

In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3)…