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Andrea Hasl; Manuel Voelkle; Charles Driver; Julia Kretschmann; Martin Brunner – Structural Equation Modeling: A Multidisciplinary Journal, 2024
To examine developmental processes, intervention effects, or both, longitudinal studies often aim to include measurement intervals that are equally spaced for all participants. In reality, however, this goal is hardly ever met. Although different approaches have been proposed to deal with this issue, few studies have investigated the potential…
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Student Promotion
Senkbeil, Martin – Education and Information Technologies, 2022
This study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each…
Descriptors: Technological Literacy, Information Technology, Validity, Individual Characteristics
Engelschalk, Tobias; Steuer, Gabriele; Dresel, Markus – Educational Psychology, 2017
Effective regulation of motivation can be theoretically explained by both the extent of motivational regulation strategies used (quantity) and their optimal implementation (quality). Researchers have not yet analysed the significance of both aspects for learning success simultaneously. In the present study, 188 students were presented with…
Descriptors: College Students, Student Motivation, Motivation Techniques, Regression (Statistics)
Raufelder, Diana; Regner, Nicola; Wood, Megan A. – Educational Psychology, 2018
The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13-17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of…
Descriptors: Test Anxiety, Helplessness, Student Attitudes, Adolescents
Lohbeck, Annette – Early Child Development and Care, 2018
Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children's math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation…
Descriptors: Self Determination, Self Concept, Elementary School Mathematics, Student Motivation
Gorges, Julia – International Journal of Educational Psychology, 2019
Self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students' choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors). The present study investigated German…
Descriptors: Self Concept, Dropouts, Business Administration Education, Longitudinal Studies
Cambria, Jenna; Brandt, Holger; Nagengast, Benjamin; Trautwein, Ulrich – ZDM: The International Journal on Mathematics Education, 2017
Expectancy-value theory of achievement motivation identifies two classes of beliefs that are important predictors of educational choices and achievement: expectancies and values. It is well known that high achieving peers can have a negative impact on self-concept and other measures of expected success: holding individual achievement constant,…
Descriptors: Foreign Countries, Student Motivation, Academic Achievement, Predictor Variables
Raufelder, Diana; Scherber, Sandra; Wood, Megan A. – Psychology in the Schools, 2016
Although positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N = 1,088; M[subscript Age] = 13.7) in secondary schools in Germany to investigate whether the…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Student Relationship, Adolescent Attitudes
Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda – British Journal of Educational Psychology, 2017
Background: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles" et al." (1983, "A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches," W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender…
Descriptors: Academic Achievement, Gender Differences, Student Motivation, Parent Attitudes
Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A. – Psychology in the Schools, 2015
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…
Descriptors: Foreign Countries, Test Anxiety, Early Adolescents, Secondary Education
Krunke, Hannah Marei; Raufelder, Diana – Journal of Education and Learning, 2014
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; M[subscript Age] = 13.71) in…
Descriptors: Student Motivation, Adolescents, Personality, Adjustment (to Environment)
Raufelder, Diana; Regner, Nicola; Drury, Kate; Eid, Michael – Educational Psychology, 2016
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)…
Descriptors: Foreign Countries, Secondary School Students, Grade 7, Grade 8
Bakadorova, Olga; Raufelder, Diana – Journal of Educational Research, 2016
Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; M[subscript Age]= 13.7) in secondary…
Descriptors: Student Motivation, Self Concept, Academic Achievement, Role
Oberle, Monika; Leunig, Johanna – Citizenship, Social and Economics Education, 2016
Civics courses strive to promote students' political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political…
Descriptors: Foreign Countries, Citizenship Education, Civics, Simulation
Dörrenbächer, Laura; Perels, Franziska – Frontline Learning Research, 2015
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Descriptors: Metacognition, Learning Theories, Models, College Students
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