Perceived peer relationships and achievement motivation

Subject-specific dynamics in a Chinese high school learning context

Datos Bibliográficos

ID5263239
AutoresTao Cui (0000-0001-5439-9529, College of Public Administration and Humanities Dalian Maritime University Dalian China), Tianxue Cui, Emily Hongzhen Cheng (0000-0002-0896-8783, Faculty of Education University of Macau Macau SAR China, autor de correspondencia), Jian Shi (0000-0003-1284-5011, Department of Sports University of International Business and Economics Beijing China), Qimeng Liu (0000-0001-5156-8315, Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing China)
Año2025
Volumen95
Número4
Páginas962-981
Fecha de publicación2025-02-27
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjep.12749
PMID40014305
OpenAlexW4408025901
IdiomaEN
Citas recibidas5
Referencias citadas66

AimThis study employed a three-wave random intercept cross-lagged panel model (RI-CLPM) to investigate whether a reciprocal relationship exists between perceived peer relationships (intimacy and conflict) and achievement motivation in math and English in the Chinese context.SamplesA total of 4040 high school students were tracked with their perceived intimacy and conflict with peers and achievement motivation levels in math and English over three academic years since Grade 10.ResultsA reciprocal association was found between perceived peer intimacy and achievement motivation in English, and the predictive effect of intimacy on achievement motivation in English was the same as the reverse association. Only a unidirectional association between perceived peer intimacy and achievement motivation in math could be found. Perceived peer conflict change could not be significantly related to the change in achievement motivation in either math or English.ConclusionsThis study emphasizes that the influence of peer intimacy on achievement motivation is more pronounced compared to that of peer conflict. Moreover, the effect of peer intimacy varies across subject areas. Notably, there is no need for motivational intervention approaches based on gender in math and English

Academic achievement · Context (archaeology) · Developmental psychology · Dynamics (music) · Mathematics education · Pedagogy · Peer acceptance · Peer group · Peer relations · Subject (documents) · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology