Longitudinal Relationship Between Teachers’ Achievement Pressure and Maladaptive Student Outcomes

• In Event: The Role of Teachers in Enhancing Student Outcomes

Abstract

Despite the growing body of research on the role of social agents in adolescent development, longitudinal examination of the role of teachers’ achievement pressure in adolescents' maladaptive outcomes is scant. Moreover, investigation of student characteristics that may moderate the impact of teachers' pressure remains limited. To address these gaps, we analyzed the longitudinal associations between teachers' achievement pressure and students' stress and amotivation over 6 years (Grades 5–11), using students' gender, academic self-concept, and achievement as potential moderators. Path analyses consistently revealed positive relationships between achievement pressure and the adverse outcomes, along with a few moderation effects which indicated a stronger impact of achievement pressure on students with lower self-concept and achievement.

Authors

• Yoonah Park, bMRI/Korea University

• Jiwon Kim, Korea University - Brain and Motivation Research Institute

• Benjamin Nagengast, University of Tübingen

• Mimi Bong, Korea University