Limits...
Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students.

Hoferichter F, Raufelder D, Eid M - Front Psychol (2015)

Bottom Line: The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX.Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985).Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

View Article: PubMed Central - PubMed

Affiliation: Department of Education and Psychology, Free University of Berlin , Berlin, Germany.

ABSTRACT
The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

No MeSH data available.


Related in: MedlinePlus

Representation of student–student relationships (SSR) as moderator in the association of achievement drive (AD) and test anxiety (TX) for Canadian secondary school students; the Y-axis measures test anxiety and the X-axis indicates achievement drive.
© Copyright Policy
Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC4628112&req=5

Figure 2: Representation of student–student relationships (SSR) as moderator in the association of achievement drive (AD) and test anxiety (TX) for Canadian secondary school students; the Y-axis measures test anxiety and the X-axis indicates achievement drive.

Mentions: As Figure 2 illustrates, students with rather low quality SSR tend to report high levels of TX over the whole range of AD, with TX decreasing with increasing AD. In contrast, students with rather high SSR report substantially lower levels of TX. In this case TX practically does not vary with changing AD any more. Hence, the perception of high quality SSR buffers feelings of TX in students over the entire range of AD. In turn, students who report rather low quality relationships with their peers start off with higher levels of TX, which decrease with increasing AD but remain clearly above TX levels of students with higher SSR. In conclusion, SSR buffer the association of AD and TX for Canadian students, independent of their levels of AD.


Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students.

Hoferichter F, Raufelder D, Eid M - Front Psychol (2015)

Representation of student–student relationships (SSR) as moderator in the association of achievement drive (AD) and test anxiety (TX) for Canadian secondary school students; the Y-axis measures test anxiety and the X-axis indicates achievement drive.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4628112&req=5

Figure 2: Representation of student–student relationships (SSR) as moderator in the association of achievement drive (AD) and test anxiety (TX) for Canadian secondary school students; the Y-axis measures test anxiety and the X-axis indicates achievement drive.
Mentions: As Figure 2 illustrates, students with rather low quality SSR tend to report high levels of TX over the whole range of AD, with TX decreasing with increasing AD. In contrast, students with rather high SSR report substantially lower levels of TX. In this case TX practically does not vary with changing AD any more. Hence, the perception of high quality SSR buffers feelings of TX in students over the entire range of AD. In turn, students who report rather low quality relationships with their peers start off with higher levels of TX, which decrease with increasing AD but remain clearly above TX levels of students with higher SSR. In conclusion, SSR buffer the association of AD and TX for Canadian students, independent of their levels of AD.

Bottom Line: The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX.Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985).Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

View Article: PubMed Central - PubMed

Affiliation: Department of Education and Psychology, Free University of Berlin , Berlin, Germany.

ABSTRACT
The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

No MeSH data available.


Related in: MedlinePlus