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Lazarides R, Raufelder D. Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model. Front Psychol. 2017;8:417doi: 10.3389/fpsyg.2017.00417.
Lazarides, R., & Raufelder, D. (2017). Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model. Frontiers in psychology, 8417. https://doi.org/10.3389/fpsyg.2017.00417
Lazarides, Rebecca, and Raufelder, Diana. "Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model." Frontiers in psychology vol. 8 (2017): 417. doi: https://doi.org/10.3389/fpsyg.2017.00417
Lazarides R, Raufelder D. Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model. Front Psychol. 2017 Mar 22;8:417. doi: 10.3389/fpsyg.2017.00417. eCollection 2017. PMID: 28382012; PMCID: PMC5361209.
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Front Psychol. 2017 Mar 22;8:417. doi: 10.3389/fpsyg.2017.00417. eCollection 2017.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.

Frontiers in psychology

Rebecca Lazarides, Diana Raufelder

Affiliations

  1. Department of Education, School Pedagogy, University of Potsdam Potsdam, Germany.
  2. Department of Education, School Pedagogy, University of Greifswald Greifswald, Germany.

PMID: 28382012 PMCID: PMC5361209 DOI: 10.3389/fpsyg.2017.00417

Abstract

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (

Keywords: adolescence; autonomy; classroom characteristics; competence; latent change model; motivation; relatedness

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