Higher levels of and stronger increases in parental academic pressure are associated with higher levels of and stronger increases in controlled academic motivation across the secondary school transition¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intercepts and slopes of parental academic pressure were significantly positively correlated with those of controlled academic motivation (β = .39 intercept, β = .42 slope). → Wang 2025 q3 i? The association did not extend to autonomous academic motivation. → Wang 2025

Evidence¶

Wang 2025¶

Wang, J., Kaufman, T., Mastrotheodoros, S., & Branje, S. (2025). Longitudinal associations between academic motivation and school-related stressors in adolescents transitioning to secondary school. Learning and Instruction, 98, 102144. https://doi.org/10.1016/j.learninstruc.2025.102144

q3 · i? · associational · r2

Bivariate latent growth curve models in this preregistered four-wave study of 290 Dutch adolescents (Mage = 11.58 at T1) correlated growth factors of stressors and motivation. Table 7 reports intercept-intercept β = .39 (p < .001) and slope-slope β = .42 (p = .021), showing "significantly positively correlated" growth factors.

"the intercepts and slopes of parental academic pressure and controlled academic motivation were significantly positively correlated, indicating that a higher level of parental academic pressure was related to a higher level of controlled academic motivation"

Discussion¶

Related Claims¶

• Across the secondary school transition, parental academic pressure and perceived negative relationships with teachers increased while peer victimization and autonomous academic motivation decreased, with no average linear change in controlled motivation — related
• Parental academic pressure had the strongest association with controlled academic motivation, while perceived negative relationships with teachers had the strongest association with autonomous academic motivation — a broader claim this one bears on