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The Moderation Role of Being Valued by Teachers Over the Association Between School Children Motivation and Need for Competition

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  • Cristina Maria Bostan
  • Tudor Stanciu
  • Răzvan-Lucian Andronic

Abstract

Concordant with classical theoretical guidelines (i.e., social facilitation, social constructivism theory, and the Pygmalion effect) we tested the need for competition and perception of being valued by teachers to be better motivated for learning in school. We extend knowledge by testing these associations mediated by the social economic status given by the well-being of the family (i.e., controlling for gender and socio-economic status). A total of 214 Romanian students (45.3% boys) with ages between 13 and 17 years were administered the PEER questionnaire (i.e., perception of being valued by teachers, school-children motivation, and the need for competition). Results show a positive relation between the need for competition and motivation for learning. We also found positive relations between the perception of being valued by the teacher and motivation for learning and the need for competition. We conclude that motivation is higher when the need for competition is higher and the perception of being valued by teachers is higher.

Suggested Citation

  • Cristina Maria Bostan & Tudor Stanciu & Răzvan-Lucian Andronic, 2021. "The Moderation Role of Being Valued by Teachers Over the Association Between School Children Motivation and Need for Competition," SAGE Open, , vol. 11(3), pages 21582440211, September.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211044179
    DOI: 10.1177/21582440211044179
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    References listed on IDEAS

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    1. Cárdenas, Juan Camilo & Dreber, Anna & von Essen, Emma & Ranehill, Eva, 2015. "Cooperativeness and competitiveness in children," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 59(C), pages 32-41.
    2. Gary T. Henry & Craig S. Gordon, 2006. "Competition in the sandbox: A test of the effects of preschool competition on educational outcomes," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 25(1), pages 97-127.
    3. James Heckman & Tim Kautz, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," Working Papers 2013-019, Human Capital and Economic Opportunity Working Group.
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