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Impact of Perceived Relatedness on Academic Motivation in Junior High Students

Explore how student relationships influence academic motivation post-transition to junior high, utilizing Self-Determination Theory. Study examines teacher, parent, and peer relationships, emphasizing relatedness, motivation types, and GPA correlations.

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Impact of Perceived Relatedness on Academic Motivation in Junior High Students

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  1. Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School Jonathan D. Temple Hanover College

  2. Introduction • How do students’ relationships affect their adjustment after the transition to junior high? • Possible decline in academic motivation and performance (Eccles et al., 1993) • Relationships may be important (Lynch & Cicchetti, 1997)

  3. Self-Determination Theory (Deci & Ryan, 1985; 1994; Deci et al., 1991) • Motivational theory—experience of choice drives motivation • 3 types of motivation: • Intrinsic • Extrinsic • Amotivation • 3 basic needs: • Autonomy • Competence • Relatedness

  4. Introduction, cont. • Focus on relatedness within academic environment (Stults, 2001) • Relationships, academic motivation, and performance in general • Teacher (Midgley, Feldlaufer, & Eccles, 1989) • Parent (Ryan, Stiller, & Lynch, 1994; Wentzel, 1998) • Peer(Furman & Buhrmester, 1992)

  5. Hypotheses • Involvement • Adult • Peer • Motivation • Intrinsic • Extrinsic GPA • Relatedness • Teacher • Parent • Peer Adapted from Vallerand & Losier (1999)

  6. Method • 121 Participants (116 used) • 7th grade junior high school students • 2 public and 1 parochial school • 66 females, 50 males; ages 12-15 • Primarily Caucasian • Materials • Adapted Academic Motivation Scale (Vallerand et al., 1992) • Adapted Perceived Relatedness Scales (Richer & Vallerand, 1999) • Parental and Peer Academic Involvement Scale

  7. Method, cont. • Procedure • Contacted schools • Parental consent letters • Collected data over 2 week period • 1st semester grade point averages (4=A, 1=D) obtained from schools

  8. Results *p< .05; **p< .01; ***p< .001

  9. Results, cont. F (5,107)= 19.54, p<.05

  10. Results, cont. F (4,107)= 5.84, p< .05

  11. Discussion • Importance of relationships after the transition • Teacher relatedness and motivation • Parent relatedness, motivation, & GPA • Peer involvement and motivation • Limitations • Homogenous sample • Teachers assessed “on average” • Future research

  12. THANK YOU!

  13. Correlation Matrix

  14. Results, cont. • Involvement • Adult • Peer • Motivation • Intrinsic • Extrinsic GPA • Relatedness • Teacher • Parent • Peer

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