Familiale und schulische Bedingungen der Lernmotivation von Schülern

Abstract

On the basis of core assumptions of the theory of self-determination, the author analyzes the interplay of influences by family and school on the development of the motivation to learn. It is expected that the students report a higher intrinsic motivation, or rather a lower extrinsic learning motivation, the more they perceive that both parents' dealing with school-related issues and teachers' classroom behaviour, as being supportive to autonomy, and emotional relations, as well as stimulating and structuring. Furthermore, in contrast to the "hypothesis to fit", the least favorable motivational level is expected not with those students who report differences in everyday forms of participation between the parental home and the school, but rather with those students who see their psychological needs as being frustrated in both contexts. The results gained on the basis of data collected from 169 sixth- and seventh-graders basically support the theoretical assumptions, however, they also suggest a stronger differentiation between factors contributing to either a satisfaction or a frustration of fundamental psychological needs.