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									 Perceived Relatedness as a Predictor of
Academic Motivation and Performance after
  the Transition into Junior High School

           Jonathan D. Temple
            Hanover College
                Introduction
How do students’ relationships affect their
adjustment after the transition to junior high?

Possible decline in academic motivation and
performance (Eccles et al., 1993)

Relationships may be important (Lynch & Cicchetti, 1997)
Self-Determination Theory
          (Deci & Ryan, 1985; 1994; Deci et al., 1991)


Motivational theory—experience of choice
drives motivation
– 3 types of motivation:
    Intrinsic
    Extrinsic
    Amotivation
– 3 basic needs:
    Autonomy
    Competence
    Relatedness
             Introduction, cont.
Focus on relatedness within academic
environment (Stults, 2001)
Relationships, academic motivation, and
performance in general
– Teacher (Midgley, Feldlaufer, & Eccles, 1989)
– Parent (Ryan, Stiller, & Lynch, 1994; Wentzel, 1998)
– Peer (Furman & Buhrmester, 1992)
              Hypotheses
Involvement
•Adult
•Peer


               Motivation
               •Intrinsic                       GPA
               •Extrinsic
Relatedness
•Teacher
•Parent
•Peer                 Adapted from Vallerand & Losier (1999)
                     Method
121 Participants (116 used)
–   7th grade junior high school students
–   2 public and 1 parochial school
–   66 females, 50 males; ages 12-15
–   Primarily Caucasian
Materials
– Adapted Academic Motivation Scale (Vallerand et al., 1992)
– Adapted Perceived Relatedness Scales (Richer & Vallerand,
    1999)

– Parental and Peer Academic Involvement Scale
            Method, cont.
Procedure
– Contacted schools
– Parental consent letters
– Collected data over 2 week period
– 1st semester grade point averages (4=A, 1=D)
  obtained from schools
                   Results
                                Motivation   GPA

 Adult Involvement                 .44**     .22*

 Peer Involvement                  .45**     .24**

 Teacher PR                        .61***    n.s.

 Parent PR                         .51***    .38***

 Peer PR                           .23*      n.s.

*p< .05; **p< .01; ***p< .001
                    Results, cont.
                            Motivation
                          Beta           t    p
   Adult
                          .10        1.04    n.s.
Involvement
    Peer
                          .17        2.10    <.05
Involvement
 Parent PR                .23        2.50    <.05
  Peer PR                 .00        -.01    n.s.
Teacher PR                .41        4.89    <.001
F (5,107)= 19.54, p<.05
                    Results, cont.
                  Grade Point Average (GPA)
                          Beta       t         p
Motivation                 .21     1.86       n.s.
Adult Inv                 -.06     -.50       n.s.
 Peer Inv                 .08       .81       n.s.
Parent PR                 .28      2.35       <.05

F (4,107)= 5.84, p< .05
              Discussion
Importance of relationships after the
transition
– Teacher relatedness and motivation
– Parent relatedness, motivation, & GPA
– Peer involvement and motivation
Limitations
– Homogenous sample
– Teachers assessed ―on average‖
Future research
THANK YOU!
                        Correlation Matrix
              Teacher   Parent    Peer      Adult        Peer
                                                                 Motivation Amotivation    GPA
                PR       PR        PR    Involvement Involvement
Teacher PR      ---     .40**    .34**      .35**       .40**     .61***      -.25*        n.s.
Parent PR                ---     n.s.      .59**        .33**      .51***     -.43***     .38***
Peer PR                           ---       .20*        .36**       .23*       -.10*       n.s.
Adult
                                             ---        .36*       .44**      -.37**       .22*
Involvement
Peer
                                                         ---       .45**      -.42***      .24*
Involvement
Motivation                                                           ---      -.53**      .36***
Amotivation                                                                     ---       -.41***
GPA                                                                                         ---
*p<.05; **p<.01; ***p<.001
              Results, cont.
Involvement
•Adult
•Peer


                Motivation
                •Intrinsic     GPA
                •Extrinsic
Relatedness
•Teacher
•Parent
•Peer

								
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