ArticleThe British journal of educational psychology2025
The essential role of peer relationships in students' motivation during adolescence.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Prevalence and Correlates of Dietary Supplement Use Among Italian University Students: A Cross-Sectional Study.Nutrients · 2026Article
- Examining mediating pathways among factors associated with adolescent dissociative experiences: a gender-stratified structural equation modeling analysis.BMC psychology · 2026Article
- A cross-sectional study exploring academic motivation among rehabilitation science students under different teaching approaches in China.Scientific reports · 2026Article
- Profiles of Social Achievement Goals Among Korean High School Students: Associations with Academic Achievement Goals and Emotions.Behavioral sciences (Basel, Switzerland) · 2026Article
- The essential role of peer relationships in students' motivation during adolescence.The British journal of educational psychology · 2025Article
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Abstract
backgroundMid-adolescence is a critical developmental stage during which peer relationships become increasingly important, while academic motivation tends to reach its nadir. Although positive peer relationships are known to promote students' motivation and that high motivation can benefit more positive social behaviours, no studies have examined this association reciprocally over time.
aimsAccordingly, this study aimed to test the potential reciprocal relationship between mid-adolescent students' motivation and their perceived peer relationships in class by considering (a) different facets of peer relationships, (b) the peculiarities of peer relationships in high-track schools and (c) the quality of motivation in a differentiated way. SAMPLE: Questionnaire data from 779 high-track students from Germany (Range
methodA latent cross-lagged panel model (CLPM) considering students' grades was run to examine the interplay.
resultsThe results of the CLPM show that students' perceptions of peers as positive motivators, as well as positive student-student relationships at the beginning of eighth grade, positively predict students' identified regulation at the end of ninth grade. In contrast, students' perceptions of peers as negative motivators negatively predict their identified regulation over time.
conclusionsFostering peers as positive motivators in school might be beneficial for fostering quality motivation in students, particularly for identified regulation. Poor grades can encourage the tendency to let peers exert influence as negative motivators.
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