What It Means to Be an Adolescent Teacher-And-Peer-Independent Motivation Type

  •  Hannah Krunke    
  •  Diana Raufelder    


In order to enhance our understanding of interindividual differences in academic motivation, the present study
examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of
adolescent students identified as teacher-and-peer-independent motivation type (MT) (N = 295; MAge = 13.71) in
Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial
adjustment mediates the association between personality and socio-academic factors. The results revealed that
psychosocial adjustment fully mediates the associations between personality and socio-academic factors.
Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings
could be integral of supporting students on a more individualized level.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

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