Reindl Marion
Educational Science, Paris Lodron University of Salzburg, Salzburg, Austria.
Front Psychol. 2021 Sep 9;12:701600. doi: 10.3389/fpsyg.2021.701600. eCollection 2021.
The present study focused on the increasing importance of peer group embeddedness on domain-specific academic motivation (intrinsic value and mastery goals) over the course of early adolescence. In this regard, two important research questions were investigated: (1) Does a change in peer group embeddedness influence a change in student intrinsic value and mastery goals? (2) Does this influence increase over the course of early adolescence? The research questions were investigated based on a five-wave longitudinal study over two school years (seventh and eighth grade) in Germany. The final sample comprised 349 students. True- intraindividual-change models showed a positive effect of a change in peer group embeddedness in the first half of eighth grade on the change of all domain-specific motivational dimensions-except for intrinsic value in English-in the second half of the eighth grade. In the seventh grade, a change in peer group embeddedness had no effect on all motivational dimensions. The results were discussed in terms of taking a developmental perspective for both peer group embeddedness and student academic motivation.
本研究聚焦于同伴群体融入在青春期早期对特定领域学术动机（内在价值和掌握目标）的重要性日益增加。在这方面，研究了两个重要的研究问题：（1）同伴群体融入的变化是否会影响学生内在价值和掌握目标的变化？（2）这种影响在青春期早期是否会增强？基于对德国两个学年（七年级和八年级）的五波纵向研究对这些研究问题进行了调查。最终样本包括349名学生。真实个体内变化模型显示，八年级上半学期同伴群体融入的变化对八年级下半学期所有特定领域动机维度的变化有积极影响——英语内在价值除外。在七年级，同伴群体融入的变化对所有动机维度均无影响。从同伴群体融入和学生学术动机的发展角度对研究结果进行了讨论。
