Examining different motivational patterns in individualized learning.

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs.

How teacher and classmate support relate to students' stress and academic achievement.

According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students' stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates.

Adolescents' Personality Development - A Question of Psychosocial Stress.

Following the relational-developmental systems approach, this three-wave study examines whether acute stress (T2) mediates the relationship between the development of personality traits from the beginning of 8th grade (T1, = 15.63, = 0.59; 22 girls) to the end of 9th grade (T3).

Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students' Well-Being.

Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M = 13.

The role of social belonging and exclusion at school and the teacher-student relationship for the development of learned helplessness in adolescents.

Background: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence.

School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence.

Introduction: One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students' stress level from early to middle adolescence and if there are differences among students from low vs. high track schools.