Social Context as a Motivational Resource in School: Implications for Academic Adjustment

• In Event: Social and Cultural Influences on Motivation and Engagement

Abstract

Framed within the Self-System Model of Motivational Development, this research investigated whether interactions with friends create contexts characterized by motivational resources and liabilities for adolescents, and whether such contexts influences social and academic adjustment. Using data collected from 443 students in their 9th grade year, Latent Profile Analysis was used to classify students into four homogenous groups based on their perceptions of six dimensions of friendship motivational resources and liabilities: warmth, structure, autonomy support, neglect, chaos, and coercion. The findings imply that constructive, motivationally rich friendship context naturally creates resources for adolescents that support school adjustment. Two mixed classes suggested that friendships with high resources and liabilities, or low resources and liabilities, are associated with inconsistent adjustment outcomes.

Authors

• Gwen C. Marchand, University of Nevada - Las Vegas

• Carrie Furrer, Portland Public Schools