Effects of the teacher-student relationship on the learning and achievement motivation of high-tracking school students in adolescence

• Fabian Schimmelpfennig ^[1]
  1. [1] University of Greifswald

     University of Greifswald

     Vorpommern-Greifswald, Alemania

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 2, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00952-8
• Enlaces
  • Texto completo
• Resumen

  • Studies have investigated the beginning of the decline in motivation during the transition of students to secondary school, with a low point in year 9. However, there are only a few studies that have researched the course of learning and achievement motivation separately for high-tracking school students, although—following the stage-environment fit theory—the specific learning environment is essential for the development of learning and achievement motivation. In addition, teacher-student relationships play a decisive role in the social and motivational development of students.

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