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¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Intercepts and slopes of perceived negative relationships with teachers were significantly negatively correlated with those of autonomous academic motivation (β = -.28 intercept, β = -.37 slope). → Wang 2025
q3 i? No significant association was found between negative teacher relationships and controlled 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 the four-wave study of 290 adolescents (Mage = 11.58 at T1). Table 7 reports intercept-intercept β = -.28 (p = .002) and slope-slope β = -.37 (p = .002), i.e. growth factors were "significantly negatively correlated".
"the intercepts and slopes of perceived negative relationships with teachers and autonomous academic motivation were significantly negatively correlated (see Fig. 1). This indicates that a higher level of perceived negative relationships with teachers was related to a lower level of autonomous academic motivation"
Discussion¶
Learner Variables¶
- Safety — predictor: learners who differ on it differ in outcomes
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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
- 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
- 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
- No significant effect on focal students' perceived relationship negativity — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-negativity-autonomous-motivation-linked-change |
title |
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 |
description |
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 transi... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wang-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.