Reference Group Effects on Learning Motivation in Mathematics and Biology in Swiss Grammar Schools

  • Stephan Schumann
  • Maren Oepke
  • Franz Eberle
Keywords: Reference group effects, motivation, grammar school, mathematics, biology

Abstract

This cross-sectional study in Swiss grammar schools examines via multilevel-modelling reference group effects on four constructs of learning motivation in mathematics and biology (N = 2.426). In mathematics, class level effects on intrinsic motivation, interest, and achievement motivation can be identified. However, they vary substantially in size. In contrast, for biology there is only an effect on achievement motivation to be observed. Yet, neither of the two subjects show an effect on longterm-instrumental motivation. As a consequence thereof, future research should analyse reference group effects on learning motivation in schools with a more domain- and construct-specific perspective. Theoretical implications will be discussed.

Published
26-09-2018
How to Cite
Schumann, S., Oepke, M., & Eberle, F. (2013). Reference Group Effects on Learning Motivation in Mathematics and Biology in Swiss Grammar Schools. Swiss Journal of Educational Research, 34(3), 575-594. https://doi.org/10.24452/sjer.34.3.4897