@article{HoferichterRaufelderEid2015,
  author    = {Hoferichter, Frances and Raufelder, Diana and Eid, Michael},
  title     = {Socio-motivational moderators—two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students},
  journal   = {Frontiers in Psychology},
  volume    = {6},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2015.01675},
  institution = {Institut f{\"u}r Erziehungswissenschaft},
  year      = {2015},
  abstract  = {The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54\% girls, Mage = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Queb{\´e}c (55.9\% girls, Mage = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.},
  subject      = {-},
  language  = {en}
}