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¶

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? Univariate latent growth curve models showed significant linear change for four of five variables; controlled motivation's slope mean was not significant. → 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

Five univariate latent growth curve models on the four-wave sample of 290 adolescents (Mage = 11.58 at T1). The article reports "parental academic pressure significantly increased, while peer victimization, perceived negative relationships with teachers, and autonomous academic motivation significantly decreased across the school transition."

"Except for controlled academic motivation, all modelled slope means were significant, indicating that, on average, significant linear change was found for parental academic pressure, peer victimization, perceived negative relationships with teachers, and autonomous academic motivation."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• 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 — related
• 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
• 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