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Abstract
Introduction
Using the situated expectancy–value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy–value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change. It also evaluates whether adolescents adopt more adaptive expectancy–value profiles in response to the need‐based nature of self‐directed learning as an extension of regular instruction. Within the self‐directed learning approach under investigation, adolescents take responsibility for their own learning processes.
Methods
The present research offers insights into the expectancy–value profiles of 754 German adolescents (Mage = 13.56; SD = 1.2; 49.4% female). A four‐wave study was used to examine perceptions of self‐efficacy, intrinsic value, utility value, and effort. Latent profile analyses and latent transition analyses were employed.
Results
Notably, the results provide evidence that expanding instruction via self‐directed learning intervals that occur for 1 week per semester contributes to more favorable expectancy–value profiles within a student's favorite subject. A mixed profile (highly confident, hardly interested) disappeared. Instead, success expectations aligned more closely with adolescents' task values and effort. All profiles settled at a higher level.
Conclusions
The findings indicate that instruction that is expanded via self‐directed learning intervals has positive consequences for motivational profiles over time. An initial self‐directed learning episode led to a shift to more interested profile groups. The continuation of a positive trend even after a self‐directed learning interval indicates that adolescents are able to continually adapt their learning to their needs during teacher‐directed instruction. This study provides clues about how to design curricula in a way that counteracts the downward trend in students' motivation to learn.
Following the relational-developmental systems approach, this three-wave study examines whether acute stress (T2) mediates the relationship between the development of personality traits from the beginning of 8th grade (T1, Mage = 15.63, SD = 0.59; 22 girls) to the end of 9th grade (T3). Using the Montréal Imaging Stress Task, which is a task that provokes acute social stress by negative social feedback, this study combined the functional magnetic resonance imaging (fMRI), heart rate, and longitudinal survey data of 41 adolescents. Mediation analysis revealed that stress-induced left insula activation partially mediates the longitudinal stability of conscientiousness. These results highlight the impact of negative social feedback during stress on students’ personality development.
Background
This study examines the relationship between adolescents’ biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year.
Aims
The study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their genders.
Sample
The sample consists of secondary school students (N = 82; MAge = 13.71; SD = 0.67; 48% girls) from Germany.
Methods
Students participated in a questionnaire and a biophysiological study in the first semester (t1) of the school year and completed the same questionnaire at the end of the school year (t2). After conducting whole-sample analysis, a multi-group cross-lagged panel model was calculated to identify differences among students at lower- and higher-track schools.
Results
Whole-sample analysis reveals that students who exhibit high levels of cortisol report lower cognitive school engagement at t2, whereas students who exhibit high levels of alpha-amylase exhibit less grit at t2. Additionally, lower-track students who exhibited high cortisol levels reported lower cognitive and emotional school engagement throughout the school year. Furthermore, higher-track students with high oxidative stress levels reported lower grit and behavioural school engagement at t2.
Conclusions
Examining the relationship between biophysiological stress markers and grit and school engagement of students at lower- and higher-track schools indicates that the educational context and its specific subculture shapes physiological stress reactions, which are related differently to grit and engagement dimensions.
Introduction: The topics of bullying, school anxiety and school absenteeism are of steady interest for the scientific community in recent decades. However, it seems surprising that investigations into the combination of these constructs are rare, especially considering their interconnectedness. Due to the lack of joint investigation of these factors, it is hardly possible to compare results of these related, yet distinct factors across other studies, let alone the predictive power of specific factors. The goal of the current study is to investigate how bullying, school anxiety and school absenteeism are related, considering the variables gender and grade level.
Methods: For this purpose, N = 195 secondary school children in the 7th–9th grades in northern Germany were surveyed via self-report questionnaires and additionally collecting their school records. We present complex descriptive analyses with scales and subscales of bullying, anxiety and absenteeism. Further, a structural equation modelling (SEM) approach is utilized to discover the interconnectedness of the constructs.
Results: On the one hand, the descriptive statistics show significant gender and grade level differences regarding bullying and anxiety. On the other hand, the SEM reveals that high values on the bullying victim scale are accompanied by significantly higher school displeasure (anxiety). School displeasure—as well as high bullying offender values—are associated with significantly more days of absence from school.
Discussion: We discuss how school environment improvement through specific interventions such as the cognitive-behavioral approach, could aid to ameliorate this issue.
Burnout among high school students is linked to their telomere length and relatedness with peers
(2023)
School burnout is a serious concern, as it impairs students’ health and academic success. According to the Conservation of Resources Theory, burnout results from the depletion of personal coping resources and can be counteracted by supportive social relationships. However, it is not yet clear how students’ relatedness with their peers is linked to their burnout. Next to students’ self-reported fatigue, biomarkers such as telomere length (TL), which presents an indicator of aging, complement stress research. To identify school-related factors that may prevent students from experiencing burnout and to link TL to students’ self-reported burnout, the current study investigated how relatedness with peers as well as TL at the beginning of the school year explained students’ burnout at the end of the school year. The sample included 78 students (Mage = 13.7 ± 0.7 years; 48% girls). Results of multilevel analysis in Mplus indicate that, over the school year, students with higher TL and those who experienced relatedness with their peers reported lower levels of burnout. Moreover, students who felt related to their peers exhibited a longer TL. The study implies that students’ relatedness with their peers may be a promising setscrew to prevent students’ burnout and support their physical health. This is one of the first studies to link TL with school-related variables such as burnout and relatedness to peers in a non-clinical student sample, providing a baseline for interventions and future interdisciplinary studies in the field of education and stress.
Das Engagement von Pädagogen wie Friedrich Wilhelm Foerster und Rudolf Steiner gegen Antisemitismus und Krieg ist heute fast vergessen. Die Arbeit geht der Frage nach, wie es dazu kommen konnte und untersucht dazu geschichtliche Vorgänge und medial gepflegte Erinnerungskultur. Mittels der Politischen Antizipation werden historische Ereignisse als Trends dargestellt.
In der Arbeit wird die Ganztagsschule als neue Schulkultur analysiert und bestehende Ansätze schulischer Gesundheitsförderung diskutiert. Mit Hilfe einer Zeitbudgeterhebung sowie einer Schülerbefragung zur gesundheitsbezogenen Lebensqualität und zu Schulmerkmalen an Ganztags- und Halbtagsschulen in Mecklenburg-Vorpommern wird empirisch untersucht, welche Bedeutung die Ganztagsschule für die Gesundheit und für den Alltag der Schüler hat. Die erhobenen Daten der Ganztags- und Halbtagsschüler werden gegenübergestellt und mittels statistischer Testverfahren auf Unterschiede hin untersucht. Der Einfluss der Ganztagsschule auf die Gesundheit der Schüler wird mittels Korrelations- und Regressionsanalysen überprüft. Die Ergebnisse zeigen, dass 1. die Ganztagsschüler ihre gesundheitsbezogene Lebensqualität positiver einschätzen und mit ihrem Zeitbudget zufriedener sind als die Halbtagsschüler; 2. sich Ganztags- und Halbtagsschüler im Zeitbudget einzelner Tätigkeitsbereiche unterscheiden, insbesondere in der institutionalisierten Freizeit; 3. die Ganztagsschüler einzelne Schulmerkmale positiver einschätzen als die Halbtagsschüler, was auf eine veränderte Schulkultur in der Ganztagsschule schließen lässt; 4. schulische Merkmale existieren, die in einem signifikanten Zusammenhang zur gesundheitsbezogene Lebensqualität der Schüler stehen.
Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?
(2021)
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well‐being and academic performance. Aiming to understand how feelings of school‐related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire‐based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel‐based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School‐related social exclusion and disturbed neurodevelopment are thus significantly associated.
This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MTs): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis.
Die Studie vergleicht verschiedene stationäre (familiale und familienähnliche) Betreuungsformen in der Jugendhilfe exemplarisch einem Vergleich. Diese sind: - herkömmliche Pflegeverhältnisse (Dauerpflegeverhältnisse nach § 33 SGB VIII), - Betreuungsverhältnisse in familienähnlichen Kleinsteinrichtungen der Heimerziehung (§ 34 SGB VIII), Pflegeverhältnisse auf der Basis eines Angestelltenverhältnisses (Dauerpflegeverhältnisse nach § 33 Satz 2 SGB VIII, hervorgegangen aus dem Modellprojekt des Vereins zur Förderung des Pflegekinderwesens in Mecklenburg-Vorpommern e.V. (VFP e.V.): „Professionelle Pflegeperson im Angestelltenverhältnis für besonders entwicklungsbeeinträchtigte Kinder und Jugendliche"). Sie untersucht die Zweckmäßigkeit und die Sinnhaftigkeit der neuen und der bereits bestehenden Angebotsformen im Bereich der Vollzeitpflege und vergleichbarer Hilfen der Heimerziehung unter Verwendung eines qualitativen Forschungsparadigmas. Die entwickelten Fragestellungen werden durch die kontinuierliche Begleitforschung von Betreuungsverhältnissen über drei Erhebungszeitpunkte hinweg beantwortet. Aus der Analyse heraus werden Möglichkeiten und Grenzen der Betreuungsformen gegenübergestellt und Anregungen bezüglich einer Weiterentwicklung der stationären Hilfen zur Erziehung gegeben
According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students’ stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability.
This study investigates the relations between working environment and teachers' job satisfaction, perceived work‐related stress, as well as work‐related self‐efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self‐reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and social support by colleagues), administrative leadership and teachers' work‐related self‐efficacy, as well as job satisfaction and work‐related stress. Structural equation modeling demonstrates that teachers' job satisfaction and stress were significantly associated with self‐efficacy (moderate to large effects) and an administrative leadership at the corresponding schools (small to moderate effects). The effect of social support on teachers' job satisfaction and stress was fully mediated by teachers' self‐efficacy. Our findings underscore the importance of self‐efficacy and a positive working environment for teachers' job satisfaction and stress.
We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
Die vorliegende Arbeit untersucht eine individualisierte und schülerzentrierte Lernumgebung auf der Basis von Kompetenzrastern und vergleicht diese mit einem konventionellen lehrergeführten Unterricht. Der erste Teil der vorliegenden Dissertation beschreibt die Entwicklung der Lernumgebung und skizziert die theoretischen Hintergründe der motivationalen Entwicklung von Schüler*innen. Anschließend vergleichen drei Studien beide Lernumgebungen hinsichtlich der motivationalen Variablen und des Zusammenspiels dieser, um einerseits beide Lernumgebung zu evaluieren und andererseits Prädiktoren von Motivation und Lernverhalten zu untersuchen. Alle drei Studien basieren auf einer Stichprobe von 1,153 Schülerinnen und Schülern im Alter von 12 bis 18 Jahren (M = 13.97, SD = 1.37, 49% Mädchen).
Studie 1 untersucht, ob wahrgenommene Autonomie die Beziehung von Selbstwirksamkeit einerseits und der Lernstrategienutzung anderseits mediiert. Latente Mittelwertsvergleiche und Mehrgruppen-Mehrebenen-Strukturgleichungsmodelle wurden durchgeführt um die Hypothesen zu untersuchen. Die Ergebnisse legen nahe, dass wahrgenommene Autonomieunterstützung die Beziehung zwischen Selbstwirksamkeit und Lernstrategien mediiert, allerdings ausschließlich für Schülerinnen und Schüler in der schülerzentrierten Lernumgebung auf der Basis von Kompetenzrastern.
Studie 2 untersucht, ob Kompetenzunterstützung die Beziehung vom akademischen Selbstkonzept und der Leistungsmotivation unterschiedlich für Schülerinnen und Schüler aus einer lehrergeführten und einer schülerzentrierten Lernumgebung auf der Basis von Kompetenzrastern mediiert. Latente Mittelwertsvergleiche und Mehrgruppen-Strukturgleichungsmodelle wurden konzipiert, um die Hypothesen zu untersuchen. Die Mehrgruppen-Strukturgleichungsmodelle zeigen, dass Kompetenzunterstützung ausschließlich in der schülerzentrierten Lernumgebung auf der Basis von Kompetenzrastern die Beziehung vom akademischen Selbstkonzept und der Leistungsmotivation mediiert, vor allem für Schülerinnen und Schüler in der frühen Adoleszenz.
Studie 3 untersucht den reziproken Zusammenhang zwischen Leistungsemotionenn und selbstbestimmter Motivation. Latente Mittelwertsvergleiche und autoregressive cross-lagged Panel Analysen wurden durchgeführt, um die Hypothesen zu untersuchen. Reziproke Beziehungenn wurden nicht nachgewiesen. Allerdings konnte aufgezeigt werden, dass ausschließlich in der schülerzentrierten Lernumgebung auf der Basis von Kompetenzrastern positive Leistungsemotionen (i.e., Lernfreude) selbstbestimmte Formen der Motivation vorhersagen.
Die vorliegende Arbeit wird abgeschlossen durch eine Zusammenfassung der Ergebnisse, praktische Implikationen für die Schulpraxis, sowie durch ein Limitationskapitel.
Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model
(2017)
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 = 13.70, SD = 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.
Research has shown that parental pressure is negatively whereas parental support is positively associated with various scholastic outcomes, such as school engagement, motivation, and achievement. However, only few studies investigate boys' and girls' perception of mother and father pressure/support in detail. This might be particularly essential when it comes to girls' and boys' achievement in STEM subjects, as girls and boys might profit differently from parental pressure/support regarding their achievement in STEM and vice versa. This study aims to shed light on this topic and explores potential within—and over time associations between students' perception of parental pressure/support and grades in mathematics and biology. Using self-report data from 1,088 8th grade students at T1 (Mage = 13.70, SD = 0.53, 54% girls) from Brandenburg, Germany, multigroup cross-lagged models were conceptualized with Mplus. The results indicate that there are gender differences in the interplay of students' grades in mathematics, biology, and their perception of parental pressure and support: Whereas, mother support plays a central beneficial role for girls' achievement in STEM subjects as well as for the other parental variables over time, for boys mother support is negatively associated with math performance over time. Within-time associations further show that boys—in contrast to girls—do not benefit from any parental support regarding their performance in mathematics or biology. Finally, results suggest that the relationship between adolescents' STEM achievement and parental pressure/support is rather mono-directional than bi-directional over time.
Hintergrund und Zielsetzung: Mecklenburg-Vorpommern (MV) ist eine Region, die mit landschaftlichen Vorzügen punkten kann. Allerdings gilt es auch hier – wie in Gesamtdeutschland – sich dem Fachkräftemangel in den Gesundheits- und Pflegeberufen zu stellen. Deshalb war es die Zielsetzung der Arbeit, die Gegenstandsbereiche Stimmungen, Erwartungsbilder und Zukunftspläne von jungen Erwachsenen während ihrer Ausbildungszeit im noch bestehenden Bildungsgang Gesundheits- und Krankenpflege vor dem Start der generalistischen Pflegeausbildung zu untersuchen.
Methode: Die Studie orientierte sich am Forschungsansatz der Triangulation, bei dem sowohl quantitative als auch qualitative Erhebungsmethoden verwendet werden. An der schriftlichen Befragung nahmen im Jahr 2015 78 Schüler (70,5% weiblich) im 3. Ausbildungsjahr der Beruflichen Schule an der Universitätsmedizin Greifswald und der Außenstelle Wolgast teil. Von ihnen erklärten sich wiederum 35 Probanden zur Durchführung eines problemzentrierten Interviews bereit.
Ergebnisse: Die mittels exploratorischer Hauptkomponentenanalysen identifizierten Skalen Stimmung, Erwartungserfüllung, Anforderungen, Erwartungshaltung und Zukunftspläne spiegeln zusammenfassend die Ergebnisse auf Variablenebene wider und ergeben insgesamt recht positive Mittelwerte zwischen 1,29 und 2,31 („1“ positivster Wert zugunsten und „4“ negativster Wert zuungunsten der betreffenden Skalen). Die Erwartungserfüllung – bezogen auf die Berufsausbildung und das Berufsbild – weist mit einem Mittelwert von 2,31 die deutlichsten Potenziale auf. Durch eine Schülerklassifikation wird, mehr als auf der Variablenebene, deutlich, dass am Ende der Ausbildungszeit 52,6% der Schüler ihre Zukunft in der Pflege und in MV sehen. Bei den Interviews verringert sich dieser Anteil jedoch auf 22,8% (Pflege direkt am Patienten in MV, ohne Angabe von Studienwünschen). Mit der Pearson-Korrelation lassen sich auf Skalenebene positive signifikante Zusammenhänge (p<0,05) zwischen den Gegenstandsbereichen nachweisen, wobei sich die stärksten Zusammenhänge zwischen Stimmung – Erwartungserfüllung (r=0,707, p<0,001) und Stimmung – Zukunftsplänen (r=0,663, p<0,001) zeigen.
Fazit und Ausblick: Trotz vieler positiver Ergebnisse sollten die Anteile im Negativbereich berücksichtigt und nicht verkannt werden, denn die Absicherung der Pflege in MV stellt sich weiter kritisch dar. „Pflege pflegen“ und „Gesundheit leben“ bleiben wichtige Themen. Neben den konstatierten Pflegebedingungen führt aber auch der Wunsch, sich weiterqualifizieren zu wollen, zu der Pflegefluktuation. Bemerkenswert ist die spürbare Verbundenheit zum Land. MV sollte dennoch die Wünsche von jungen Erwachsenen nicht aus den Augen verlieren: ausbaufähige Berufs- und Freizeitattraktivität sowie Verkehrsanbindungen zwischen den Städten bei Naturerhalt. Dies sind vermutlich langfristig entscheidende Investitionen, die positiv zurückwirken können.
Im Fokus der dieser Arbeit zugrundeliegenden Untersuchung steht die Entwicklung von Schülern, deren Erleben von bzw. Aufwachsen in der Ganztagsschule2 über acht Jahre hinweg (Klasse 5 bis nach dem Abitur) im Zwei-Jahres-Rhythmus erhoben und ausgewertet wurde. Der Datensatz basiert auf vier Fragebogenerhebungen während und einer abschließenden Interviewbefragung nach Beendigung der Schulzeit. Als forschungsmethodischer Anknüpfungspunkt und Datengrundlage dient die Studie der Forschungsgruppe „Schulentwicklung in Mecklenburg-Vorpommern“ (FoSE). Eine wichtige Vergleichsbasis bieten zudem die Ergebnisse der Studie zur Entwicklung der Ganztagsschule (StEG). Unter Heranziehung und Modifizierung des Pekrunschen Rahmenmodells zur Persönlichkeitsentwicklung von Schülern (1991) und dem Dimensionenmodell der Ganztagsschule von Prüß (2009) werden die Erkenntnisse aus den wissenschaftlichen Diskursen zur Schülerbiographie und zur Ganztagsschule verortet und mit den eigenen Untersuchungsergebnissen in Beziehung gesetzt. Es wird untersucht, inwieweit sich der Ganztagsschulbesuch auf die Entwicklung von jungen Menschen auswirkt und wie diese den Besuch sowie seine Wirkung zu verschiedenen Zeitpunkten ihrer Schullaufbahn bewerten. Ebenso war von Interesse, inwiefern sich durch die aktive Mitgestaltung und Partizipation an der schulischen Umwelt sowie dem Nutzungsverhalten bezüglich der Ganztagsangebote, Chancen und Impulse für den jeweiligen Bildungsweg der (ehemaligen) Schüler ergeben haben und welche Rolle die Familie in diesem Entwicklungsabschnitt einnimmt. Einen besonderen Schwerpunkt stellt dabei die retrospektive Betrachtung der Schulzeit nach dem Abitur, insbesondere hinsichtlich ihrer Bedeutung für die eigene Persönlichkeitsentwicklung, dar.
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 Quebéc (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.