TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Aunola, Kaisa
A1  - Pesu, Laura
A1  - Nurmi, Jari-Erik
T1  - for educational aspirations
JF  - Learning and individual differences
KW  - Motivational profiles
KW  - Educational plans
KW  - Motivational development
KW  - Task values
KW  - Self-concept
Y1  - 2016
U6  - https://doi.org/10.1016/j.lindif.2016.08.024
SN  - 1041-6080
SN  - 1873-3425
VL  - 51
SP  - 29
EP  - 36
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
A1  - Ittel, Angela
T1  - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics
JF  - Developmental psychology
N2  - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes.
KW  - parents’ beliefs
KW  - parent–child conversations
KW  - motivation
KW  - mathematics
KW  - gender
Y1  - 2016
U6  - https://doi.org/10.1037/dev0000270
SN  - 0012-1649
SN  - 1939-0599
VL  - 53
IS  - 3
SP  - 525
EP  - 539
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - GEN
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - Longitudinal Effects of Student-Perceived Classroom Support on Motivation
BT  - A Latent Change Model
N2  - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 321 
KW  - classroom characteristics
KW  - autonomy
KW  - competence
KW  - relatedness
KW  - motivation
KW  - latent change model
KW  - adolescence
Y1  - 2017
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395695
ER  -