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¶

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? Confidence-interval comparison across the six bivariate models identified the distinct strongest stressor for each 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

Comparison of standardized coefficients and confidence intervals across the six bivariate latent growth curve models in the four-wave study of 290 Dutch adolescents, used by the authors to compare which stressor was most strongly associated with each motivation type.

"A comparison of confidence intervals further confirmed that 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."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• 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 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Peer victimization shows no statistically significant association with the level or change of either controlled or autonomous academic motivation across the secondary school transition — related