Reindl Marion, Auer Tanja, Gniewosz Burkhard
Department of Educational Science, University of Salzburg, Salzburg, Austria.
Front Psychol. 2022 Jun 14;13:877072. doi: 10.3389/fpsyg.2022.877072. eCollection 2022.
This study, based on the self-determination theory, investigates the link between university students' social peer and teacher integration and intrinsic motivation development. Both integration contexts are expected to contribute to the student's development, either additive or compensatory. The analyses rely on a nationally representative sample of 7,619 German university students (NEPS data set) and cover the time between the 3rd and 5th semesters in a longitudinal design. Person-centered analytical tools were applied to tap interindividual differences in the motivational trajectories as well as in integration profiles. Latent transition analyses revealed distinct links between the motivational trajectories ( [ = 532], [ = 2580], [ = 4,507]) and the integration profiles ( [ = 2,492], [ = 3832], [ = 1,144], [ = 151]), pointing to additive effects of teacher and peer integration. Positive trajectories were more likely in the than in profiles. The two profiles pointing to below-average integration levels ( and ) showed the same probabilities for rather negative trajectories. The results are discussed against the backdrop of self-determination theory and additive vs. compensatory effects of teacher and peer integration, proposing a threshold model.
本研究基于自我决定理论，探讨了大学生的社会同伴与教师融入度与内在动机发展之间的联系。预计这两种融入情境都会对学生的发展产生促进作用，无论是累加性的还是补偿性的。分析依赖于对7619名德国大学生的全国代表性样本（NEPS数据集），并采用纵向设计涵盖第三学期至第五学期的时间段。运用以个体为中心的分析工具来挖掘动机轨迹以及融入概况方面的个体差异。潜在转变分析揭示了动机轨迹（[ = 532]，[ = 2580]，[ = 4507]）与融入概况（[ = 2492]，[ = 3832]，[ = 1144]，[ = 151]）之间存在明显联系，表明教师和同伴融入具有累加效应。积极轨迹在[具体情况未明确]概况中比在[具体情况未明确]概况中更有可能出现。指向低于平均融入水平的两种概况（[具体情况未明确]和[具体情况未明确]）显示出出现相当消极轨迹的相同概率。研究结果在自我决定理论以及教师和同伴融入的累加效应与补偿效应的背景下进行了讨论，并提出了一个阈值模型。
