A comparison of the relations of adolescent's own and their peers' academic motivation within different peer relationships

Abstract

The present study compares the relation of early adolescents’ academic self-concept, effort regulation and task value with their peer of three distinct relationships, which named as mutual friendships, frequent interactive pairs and social groups. Data was collected from a secondary school in Hong Kong with 135 form 1 students and 176 form 3 students. Moderating effect of adolescents’ own motivation on help-seeking and peer-learning in each type of peer relationship and developmental difference were also explored. Different correlation found in academic self-concept and effort regulation across forms proves the existence of three distinct types of peer relationship. Result shows that social group’s academic characteristic is most predictable for early adolescent’s own academic motivation. Result also suggests that motivation on help-seeking and peer-learning moderate the relation of adolescents’ academic effort regulation and task value mainly in dyadic relationships, such as mutual friendships and frequent interactive pairs.