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Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School

Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School. Jonathan D. Temple Hanover College. Introduction. How do students’ relationships affect their adjustment after the transition to junior high?

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Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School

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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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