Poster #2 - Perceived Relationships at School in Predicting Adolescents' Motivation and Educational Outcomes Across Different Age Groups

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

We examined the distinct role of perceived relationships with teachers and peers on students’ motivation, achievement and well-being across different age groups from 4323 7th to 8th graders in China. Our findings revealed that perceived teacher relationship predicted students’ self-efficacy, task value and two educational outcomes variables, while perceived peer relationship only directly predicted self-efficacy and well-being. The path coefficients from perceived teacher relationship to self-efficacy and well-being were larger than those from perceived peer relationship. These findings indicated that teachers played a more important role than peers in influencing students’ academic motivation and educational outcomes during early adolescence. Furthermore, we found there were age-related differences from two social relationships to well-being in two groups.

Authors

• Fangwen Wu, East China Normal University

• Diyue Liu, East China Normal University

• Xiangdong Yang, East China Normal University

• Yi Jiang, East China Normal University