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Social motivation : understanding children's school adjustment

Published on Jan 1, 1996
· DOI :10.1017/CBO9780511571190
Jaana Juvonen36
Estimated H-index: 36
,
Kathryn R. Wentzel37
Estimated H-index: 37
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Abstract
1. Introduction Part I. Social Motivation: Perceptions on Self: 2. Teacher and classmate influences on scholastic motivation self-esteem and level of voice in adolescents Susan Harter 3. Self-presentation tactics promoting teacher and peer approval: the function of excuses and other clever explanations Jaana Juvonen 4. Social self-discrepancy: a theory relating peer relationship problems and school maladjustment Janis B. Kupersmidt, Kathy S. Buchele, Mary Ellen Voeller and Constantine Sedikides 5. Motivational approaches to aggression within the context of peer relationships Cynthia A. Erdley 6. Motivational opportunities and obstacles associated with social responsibility and caring behavior in school context Martin E. Ford 7. Modeling and self-efficacy influences on children's development of self-regulation Dave H. Shunk and Barry J. Zimmerman 8. Commentary: goals and social-cognitive processes Carol S. Dweck Part II. Social Motivation: Perspectives on Relationships: 9. Interpersonal relationships in the school environment and children's early school adjustment: the role of teachers and peers Sondra H. Birch and Gary W. Ladd 10. Social goals and social relationships as motivators of school adjustment Kathryn R. Wentzel 11. Friends' influence on school adjustment: a motivational analysis Thomas J. Berndt and Keunho Keefe 12. Peer networks and students' classroom engagement during childhood and adolescence Thomas A. Kindermann, Tanya L. McCollam and Ellsworth Gibson Jr. 13. Academic failure and school dropout: the influence of peers Shelley Hymel, Colin Comfort, Kimberly Schonert-Reichl and Patricia McDougall 14. Commentary: what's 'emotional' about social motivation? Sondra Graham.
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Olga Bakadorova3
Estimated H-index: 3
(University of Greifswald),
Diana Raufelder10
Estimated H-index: 10
(University of Greifswald)
Abstract Based on Self-Determination Theory, specifically the mini-theory of Relationships Motivation Theory, the current paper aimed to examine the within and over-time associations between students' perceived need satisfaction and their social relationships with peers and teachers during adolescence. The data stemmed from a large sample ( N = 1088; T1 M age = 13.70, SD = 0.53; T2 M age = 14.86, SD = 0.57) of German secondary school students, following a two-wave longitudinal research design. R...
Published on Feb 8, 2018in Educational Psychologist5.96
DeLeon L. Gray7
Estimated H-index: 7
(NCSU: North Carolina State University),
Elan C. Hope6
Estimated H-index: 6
(NCSU: North Carolina State University),
Jamaal S. Matthews4
Estimated H-index: 4
(MSU: Montclair State University)
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for s...
Published on Feb 1, 2018in Social Psychology of Education1.80
Huy P. Phan13
Estimated H-index: 13
(UNE: University of New England (United States)),
Bing H. Ngu7
Estimated H-index: 7
(UNE: University of New England (United States))
The present study focused on an examination of both global and domain-specific self-esteems in secondary mathematics learning. The extent to which self-esteem, in general, would account and explain educational success through social relationships with teachers and peers, and personal interest in learning tasks is the main inquiry of this correlational investigation. Two hundred and eighty-three year 10 students (128 girls, 155 boys) were asked to respond to a number of Likert-scale inventories. ...
Published on Feb 1, 2018in Learning and Instruction3.92
Kimberley J. Bartholomew11
Estimated H-index: 11
(UEA: University of East Anglia),
Nikos Ntoumanis54
Estimated H-index: 54
(Curtin University)
+ 3 AuthorsSymeon P. Vlachopoulos21
Estimated H-index: 21
Relatively little research drawing from self-determination theory has examined the links between controlling teaching environments and student motivation. To this end, two longitudinal studies were conducted to explore how students’ perceptions of controlling teaching behavior and experiences of psychological need frustration were associated with a number of motivation-related outcomes over a school year. Multilevel growth modelling indicated that changes in perceptions of controlling teaching p...
Published on Jan 2, 2018in Applied Developmental Science1.84
Nicole Zarrett15
Estimated H-index: 15
(USC: University of South Carolina),
Michelle Abraczinskas2
Estimated H-index: 2
(USC: University of South Carolina)
+ 2 AuthorsFaten Ragaban1
Estimated H-index: 1
(USC: University of South Carolina)
ABSTRACTAfterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. Using Self-Determination Theory (SDT) as a framework, this study examined staff perspectives on the strengths and barriers within under-resourced ASPs for establishing a social-motivational climate for encouraging and supporting youth PA. Analysis of semi-structured staff interviews (28 staff; 7 ASPs) indicated that staff had knowledge and value for esta...
Raquel Palomera5
Estimated H-index: 5
(UC: University of Cantabria),
Pablo Fernández-Berrocal35
Estimated H-index: 35
(UMA: University of Málaga),
Marc A. Brackett22
Estimated H-index: 22
(Yale University)
Resumen es: Este articulo reivindica la inclusion de las competencias emocionales como competencias basicas en la escolaridad obligatoria y en los objetivos de la fo...
Published on Aug 1, 2017in Development and Psychopathology3.59
Elisa M. Trucco13
Estimated H-index: 13
(UM: University of Michigan),
Sandra Villafuerte12
Estimated H-index: 12
(UM: University of Michigan)
+ 1 AuthorsRobert A. Zucker52
Estimated H-index: 52
(UM: University of Michigan)
Research on Gene × Environment interactions typically focuses on maladaptive contexts and outcomes. However, the same genetic factors may also impact susceptibility to positive social contexts, leading to adaptive behavior. This paper examines whether the GABA receptor subunit alpha-2 ( GABRA2 ) single nucleotide polymorphism rs279858 moderates the influence of positive peer affiliation on externalizing behavior and various forms of competence. Regions of significance were calculated to determin...
Published on Jun 1, 2017in Social Psychology of Education1.80
Molly Dawes4
Estimated H-index: 4
(W&M: College of William & Mary)
What are the common types of social goals endorsed by early adolescents and how are they related to their school adjustment? This article discusses the importance of assessing students’ social goals during the early adolescent developmental period when peers become increasingly important and youth experience tremendous changes to the school context as they transition to middle school. Commonly endorsed social goals particularly relevant to this developmental period and to youth’s social and acad...
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