Abstract
Introduction: Academic motivation can be shaped by multiple social relationships within the school context. While previous research has examined which social relationships are associated with students' motivation to pursue their education among both Latine and non-Latine students(Alfaro et al., 2006; Wentzel et al., 1999), less is known about comparative approaches that examine social relationship pathways to academic motivation among both Latine and non-Latine students. Such understanding may provide valuable insights into how interventions targeting school-aged students can be informed by distinct social relationships among both Latine and non-Latine students. Guided by Self-Determination Theory(SDT; Ryan & Deci, 2002), which highlights the needs of relatedness is essential for internalizing the value of learning, the present study aimed to examine how multiple social relationships differently affect school-aged adolescents' academic motivation among Latine and non-Latine students.
Method: Participants (N = 64 students) were drawn from the Sioux Center School District. The participants consisted of 14 Latine and 50 non-Latine students. Students reported their perceived relationship quality with their primary teachers and friends (Furman & Buhrmester, 1985), and parental involvement in school (Im et al., 2016). In addition, students reported their perceived competence and effort for education (Cham et al., 2014).
Results: The regression model revealed significant positive effects of parental involvement on the academic motivation of Latine students, which aligns with previous literature that suggests parental involvement is deeply important to Latine children’s motivation (Costigan & Koryzma, 2011). The relationship quality with teachers and friends did not appear to have significant effects on Latine students' motivation. Our model also examined the academic motivation of non-Latine students and found that parental involvement was not a significant factor of academic motivation. However, friendship was revealed to be a significant positive predictor of academic motivation. Our findings highlight the importance of considering cultural and relational contexts when developing practical interventions to support students’ academic motivation and engagement.
Included in
Do Social Relationships Matter Equally? Predicting Academic Motivation Among Latine and Non-Latine Students
Introduction: Academic motivation can be shaped by multiple social relationships within the school context. While previous research has examined which social relationships are associated with students' motivation to pursue their education among both Latine and non-Latine students(Alfaro et al., 2006; Wentzel et al., 1999), less is known about comparative approaches that examine social relationship pathways to academic motivation among both Latine and non-Latine students. Such understanding may provide valuable insights into how interventions targeting school-aged students can be informed by distinct social relationships among both Latine and non-Latine students. Guided by Self-Determination Theory(SDT; Ryan & Deci, 2002), which highlights the needs of relatedness is essential for internalizing the value of learning, the present study aimed to examine how multiple social relationships differently affect school-aged adolescents' academic motivation among Latine and non-Latine students.
Method: Participants (N = 64 students) were drawn from the Sioux Center School District. The participants consisted of 14 Latine and 50 non-Latine students. Students reported their perceived relationship quality with their primary teachers and friends (Furman & Buhrmester, 1985), and parental involvement in school (Im et al., 2016). In addition, students reported their perceived competence and effort for education (Cham et al., 2014).
Results: The regression model revealed significant positive effects of parental involvement on the academic motivation of Latine students, which aligns with previous literature that suggests parental involvement is deeply important to Latine children’s motivation (Costigan & Koryzma, 2011). The relationship quality with teachers and friends did not appear to have significant effects on Latine students' motivation. Our model also examined the academic motivation of non-Latine students and found that parental involvement was not a significant factor of academic motivation. However, friendship was revealed to be a significant positive predictor of academic motivation. Our findings highlight the importance of considering cultural and relational contexts when developing practical interventions to support students’ academic motivation and engagement.