Peer victimization shows no statistically significant association with the level or change of either controlled or autonomous 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? Growth factors of peer victimization were not significantly associated with growth factors of either motivation type. → 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

Null result from the six bivariate latent growth curve models in the four-wave study of 290 Dutch adolescents; Table 7 shows non-significant intercept and slope covariances for peer victimization with both motivation types. Equivalence was not tested.

"There were no statistically significant associations between the growth factors of peer victimization and those of either type of academic motivation."

Discussion¶

Learner Variables¶

• Safety — predictor: learners who differ on it differ in outcomes

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
• Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem — related
• Bullying involvement is associated with lower academic achievement (pooled OR = 0.61) — 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 — related
• Higher levels of and stronger increases in perceived negative relationships with teachers are associated with lower levels of and stronger decreases in autonomous academic motivation across the secondary school transition — related