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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.

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Presentation on theme: "Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School Jonathan D. Temple Hanover College."— Presentation transcript:

1 Perceived Relatedness as a Predictor of Academic Motivation and Performance after the Transition into Junior High School Jonathan D. Temple Hanover College

2 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)

3 Self-Determination Theory (Deci & Ryan, 1985; 1994; Deci et al., 1991) Motivational theory—experience of choice drives motivation –3 types of motivation: IntrinsicExtrinsicAmotivation –3 basic needs: AutonomyCompetenceRelatedness

4 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)

5 Hypotheses Involvement Adult Peer Relatedness Teacher Parent Peer Motivation Intrinsic Extrinsic GPA Adapted from Vallerand & Losier (1999)

6 Method 121 Participants (116 used) –7 th 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

7 Method, cont. Procedure –Contacted schools –Parental consent letters –Collected data over 2 week period –1 st semester grade point averages (4=A, 1=D) obtained from schools

8 Results Motivation GPA Adult Involvement.44**.44**.22* Peer Involvement.45**.45**.24**.24** Teacher PR.61***.61*** n.s. Parent PR.51***.51***.38***.38*** Peer PR.23* n.s. *p<.05; **p<.01; ***p<.001

9 Results, cont. Motivation Betatp Adult Involvement.101.04n.s. Peer Involvement.172.10<.05 Parent PR.232.50<.05 Peer PR.00-.01n.s. Teacher PR.414.89<.001 F (5,107)= 19.54, p<.05

10 Results, cont. Grade Point Average (GPA) Betatp Motivation.21.211.86n.s. Adult Inv -.06 -.50 -.50n.s. Peer Inv.08.08.81.81n.s. Parent PR.28.282.35<.05 F (4,107)= 5.84, p<.05

11 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

12 THANK YOU!

13 Correlation Matrix

14 Results, cont. Involvement Adult Peer Relatedness Teacher Parent Peer Motivation Intrinsic Extrinsic GPA

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