DE EN
VerbundFDB Logo

SELF - Sozio-emotionale Lernfaktoren

Time-period of study
  • 2010 - 2018
Leadership / Management Raufelder, Diana
Collaboration Bukowski, William / Drury, Kate / Hoferichter, Frances / Jagenow, Danilo
Co-operating institutions
Im Rahmen des SELF-Projektes (Sozio-emotionale Lernfaktoren) wurden die Skalen REMO (Relationship and Motivation) und TEMO (Teacher and Motivation Scale) mit dem Ziel entwickelt, Instrumente zur Verfügung zu stellen, welche den Zusammenhang zwischen sozialen Beziehungen im Klassenraum und den schulischen Motivationen von Sekundarschüler/-innen erheben können. REMO untersucht sowohl die peer group als Motivatoren als auch die Lehrkräfte. REMO ist mittlerweile in den Sprachen Deutsch, Englisch, Tü ... Im Rahmen des SELF-Projektes (Sozio-emotionale Lernfaktoren) wurden die Skalen REMO (Relationship and Motivation) und TEMO (Teacher and Motivation Scale) mit dem Ziel entwickelt, Instrumente zur Verfügung zu stellen, welche den Zusammenhang zwischen sozialen Beziehungen im Klassenraum und den schulischen Motivationen von Sekundarschüler/-innen erheben können. REMO untersucht sowohl die peer group als Motivatoren als auch die Lehrkräfte. REMO ist mittlerweile in den Sprachen Deutsch, Englisch, Türkisch, Filipino und Russisch verfügbar. TEMO untersucht den Zusammenhang zwischen Lehrer-Schüler-Beziehungen und schulischer Motivation.
Funding Volkswagen Stiftung (Schumpeter Fellowship Initiative)
Research design
  • Querschnitt
Geographic coverage
  • Deutschland; Brandenburg
Population Schüler

Fragebogenerhebung (Daten): SELF

Instrument type
  • Skalenkollektion
(Fragebogenskalen)
Originator / Author Raufelder, Diana / Hoferichter, Frances
Collection mode
  • 2011
Collection mode
  • Eigenständig auszufüllender Fragebogen Papier
Sampling Schüler*innen (N=1088)
Instruments To the documentation in the RDC for Education
Archiving research data centre
Publication date 14.10.2020
Availability Die Fragebogenskalen können für nicht-kommerzielle Forschungszwecke und in der Lehre frei nachgenutzt werden. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.

Publications

  • Golde, S. & Gleich, T. & Romund, L. & Stippl, A. & Pelz, P. & Raufelder, D. & Lorenz, R. & Beck, A. (2021). Adolescents' neural reactivity to acute psychosocial stress. Dysfunctional regulation habits are linked to temporal gyrus response. Development and psychopathology, 35(1), 13 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Neumann, N. & Domin, M. & Lorenz, R. & Gleich, T. & Golde, S. & Romund, L. & Beck, A. & Hoferichter, F. (2021). Do belonging and social exclusion at school affect structural brain development during adolescence? Child development, 92(6), 2213-2223.
    Literaturnachweis auf fachportal-paedagogik.de
  • Kulakow, S. & Raufelder, D. & Hoferichter, F. (2021). School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence. Journal of adolescence, 87(February), 38-51.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Lazarides, R. & Raufelder, D. (2020). Effects of social and individual school self-concepts on school engagement during adolescence. European journal of psychology of education, 35(1), 73-91.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2020). The relationship of school self-concept, goal orientations and achievement during adolescence. Self and identity, 19(2), 235-249.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Bakadorova, O. & Raufelder, D. & Francisco, M. (2019). A comparison of Russian and Philippine secondary school students on their sociomotivational relationships in school. A motivation typology. International journal of school & educational psychology, 7(1), 89-101.
    Literaturnachweis auf fachportal-paedagogik.de
  • Golde, S. & Romund, L. & Lorenz, R. & Pelz, P. & Gleich, T. & Beck, A. & Raufelder, D. (2019). Loneliness and adolescents' neural processing of self, friends, and teachers. Consequences for the school self-concept. Journal of research on adolescence, 29(4), 938-952.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. (2019). Mothers and fathers - who matters for STEM performance? Gender-specific associations between STEM performance, parental pressure, and support during adolescence. Frontiers in education, 4(14), 1-10.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Hoferichter, F. & Raufelder, D. (2019). Similar but different. Social relations and achievement motivation in adolescent students from Montréal and Moscow. Compare, 50(6), 904-921.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Lazarides, R. & Lätsch, A. (2018). How classmates' stress affects student's quality of motivation. Stress and health, 34(5), 649-662.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Regner, N. & Wood, M. (2018). Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Educational psychology, 38(1), 54-74.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Lätsch, A. & Lazarides, R. & Raufelder, D. (2018). The big-fish-little-pond effect on the four facets of academic self-concept. Frontiers in psychology, 9(Art. 1247), 11 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of applied developmental psychology, 58(July-September), 57-65.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lätsch, A. (2018). The interplay of emotional instability and socio-environmental aspects of schools during adolescence. European journal of educational research, 7(2), 281-293.
    Literaturnachweis auf fachportal-paedagogik.de
  • Ringeisen, T. & Raufelder, D. (2017). Die Rolle von Neurotizismus im Zusammenspiel von schulbezogenem elterlichen Verhalten und Prüfungsängstlichkeit bei Jugendlichen unter Berücksichtigung geschlechtsspezifischer Effekte. In Morgenroth, S. (Ed.), Social support in Schulischen Kontexten (pp. 117-154). Logos.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lätsch, A. (2017). Do perceived helpfulness and competition in classroom contexts moderate or mediate the association between perceived stress and socio-emotional strengths and difficulties from early to middle adolescence? Learning and individual differences, 31-40.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lätsch, A. (2017). Does perceived stress moderate the association between depressive symptoms and socioemotional and behavioural strengths and difficulties in adolescence? Stress and health, 34(2), 208-217.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lazarides, R. & Raufelder, D. (2017). Longitudinal effects of student-perceived classroom support on motivation. A latent change model. Frontiers in psychology, 8(Art. 417), 11 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Bakadorova, O. & Yalcin, S. & Dibek, M. & Yavuz, H. (2017). Motivational relations with peers and teachers among German and Turkish adolescents. A cross-cultural perspective. Learning and individual differences, 13-20.
    Literaturnachweis auf fachportal-paedagogik.de
  • Romund, L. & Golde, S. & Lorenz, R. & Raufelder, D. & Pelz, P. & Gleich, T. & Heinz, A. & Beck, A. (2017). Neural correlates of the self-concept in adolescence. A focus on the significance of friends. Human brain mapping, 38(2), 987-996.
    Literaturnachweis auf fachportal-paedagogik.de
  • Boehme, R. & Lorenz, R. & Gleich, T. & Romund, L. & Pelz, P. & Golde, S. & Flemming, E. & Wold, A. & Deserno, L. & Behr, J. & Raufelder, D. & Heinz, A. & Beck, A. (2017). Reversal learning strategy in adolescence is associated with prefrontal cortex activation. European journal of neuroscience, 45(1), 129-137.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2017). The interplay of students' school engagement, school self-concept and motivational relations during adolescence. Frontiers in psychology, 8(Art. 2171), 12 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. & Romund, L. & Golde, S. & Lorenz, R. & Beck, A. (2016). Adolescents' socio-motivational relationships with teachers, amygdala response to teacher's negative facial expressions and test anxiety. Journal of research on adolescence, 26(4), 706-722.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. & Ringeisen, T. & Rohrmann, S. & Bukowski, W. (2016). Assessing the multi-faceted nature of test anxiety among secondary school students. An English version of the German test anxiety questionnaire: PAF-E. The journal of psychology, 150(4), 450-468.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2016). Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts? The journal of educational research, 109(3), 219-231.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Boehme, R. & Romund, L. & Golde, S. & Lorenz, R. & Gleich, T. & Beck, A. (2016). Does feedback-related brain response during reinforcement learning predict socio-motivational (in-)dependence in adolescence? Frontiers in psychology, 7(Art. 655), 11 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Regner, N. & Drury, K. & Eid, M. (2016). Does self-determination predict the school engagement of four different motivation types in adolescence? Educational psychology, 36(7), 1242-1263.
    Literaturnachweis auf fachportal-paedagogik.de
  • Romund, L. & Raufelder, D. & Flemming, E. & Lorenz, R. & Pelz, P. & Gleich, T. & Heinz, A. & Beck, A. (2016). Maternal parenting behavior and emotion processing in adolescents. An fMRI study. Biological psychology, 120-125.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Ringeisen, T. (2016). Self-perceived competence and test anxiety. The role of academic self-concept and self-efficacy. Journal of individual differences, 37(3), 159-167.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Nitsche, L. & Breitmeyer, S. & Keßler, S. & Herrmann, E. & Regner, N. (2016). Students' perception of "good" and "bad" teachers. Results of a qualitative thematic analysis with German adolescents. International journal of educational research, 75(2016), 31-44.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lätsch, A. & Raufelder, D. & Wulff, T. (2016). The influence of social relationships on conduct problems in school context. Does school engagement matter? International journal of criminology and sociology, 113-122.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Scherber, S. & Wood, M. (2016). The interplay between adolescents' perception of teacher-student relationships and their academic self-regulation. Does liking a specific teacher matter? Psychology in the schools, 53(7), 736-750.
    Literaturnachweis auf fachportal-paedagogik.de
  • Ringeisen, T. & Raufelder, D. & Schnell, K. & Rohrmann, S. (2016). Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory. Evidence for gender-specific patterns. Educational psychology, 36(10), 1826-1844.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. & Francisco, M. (2016). Validation of the Philippine version of the relationship and motivation scales (REMO-P). Philippine journal of psychology, 49(1), 43-72.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. (2015). Associations between school self-concept, social relationships and achievement motivation in adolescence in the school context. Freie Universität Berlin.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. (2015). Development and validation of the teacher and motivation (TEMO) scale. A self-report measure assessing students' perceptions of liked and disliked teachers as motivators. International journal of school & educational psychology, 3(2), 97-106.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. (2015). Examining the role of social relationships in the association between neuroticism and test anxiety. Results from a study with German secondary school students. Educational psychology, 35(7), 851-868.
    Literaturnachweis auf fachportal-paedagogik.de
  • Gleich, T. & Lorenz, R. & Pöhland, L. & Raufelder, D. & Deserno, L. & Beck, A. & Heinz, A. & Kühn, S. & Gallinat, J. (2015). Frontal glutamate and reward processing in adolescence and adulthood. Brain structure & function, 220(6), 3087-3099.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. & Schulze, A. (2015). Liking a teacher and what it means for adolescent girls' and boys' perception of stress and test anxiety. In Moore, K. & Howard, S. & Buchwald, P. (Eds.), Stress and anxiety. Applications to schools, well-being, coping, and internet use (pp. 17-26). Logos.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2015). Perception of teachers and peers during adolescence: does school self-concept matter? Results of a qualitative study. Learning and individual differences, 218-225.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. & Eid, M. (2015). 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. Frontiers in psychology, 6(Art. 1675), 13 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Lorenz, R. & Gleich, T. & Kühn, S. & Pöhland, L. & Pelz, P. & Wüstenberg, T. & Raufelder, D. & Heinz, A. & Beck, A. (2015). Subjective illusion of control modulates striatal reward anticipation in adolescence. NeuroImage, 117, 250-257.
    Literaturnachweis auf fachportal-paedagogik.de
  • Jagenow, D. & Raufelder, D. & Eid, M. (2015). The development of socio-motivational dependency from early to middle adolescence. Frontiers in psychology, 6(Art. 194), 9 S..
    Literaturnachweis auf fachportal-paedagogik.de
  • Schnell, K. & Ringeisen, T. & Raufelder, D. & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance. Do gender and test anxiety matter? Learning and individual differences, 90-98.
    Literaturnachweis auf fachportal-paedagogik.de
  • Ringeisen, T. & Raufelder, D. (2015). The interplay of parental support, parental pressure and test anxiety. Gender differences in adolescents. Journal of adolescence, 45(December), 67-79.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Sahabandu, D. & Martínez, G. & Escobar, V. (2015). The mediating role of social relationships in the association of adolescents' individual school self-concept and their school engagement, belonging and helplessness in school. Educational psychology, 35(2), 137-157.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. & Ringeisen, T. & Regner, N. & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents. Evidence for gender-specific relations. Journal of child and family studies, 24(12), 3742-3756.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Hoferichter, F. & Schneeweiss, D. & Wood, M. (2015). The power of social and motivational relationships for test-anxious adolescents' academic self-regulation. Psychology in the schools, 52(5), 447-462.
    Literaturnachweis auf fachportal-paedagogik.de
  • Jagenow, D. & Raufelder, D. & Eid, M. (2014). A person-oriented approach to predict socio-motivational dependency in early adolescents. Learning and individual differences, 173-179.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. & Eid, M. & Bukowski, W. (2014). Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school. School psychology international, 35(6), 627-648.
    Literaturnachweis auf fachportal-paedagogik.de
  • Lorenz, R. & Gleich, T. & Beck, A. & Pöhland, L. & Raufelder, D. & Sommer, W. & Rapp, M. & Kühn, S. & Gallinat, J. (2014). Reward anticipation in the adolescent and aging brain. Human brain mapping, 35(10), 5153-5165.
    Literaturnachweis auf fachportal-paedagogik.de
  • Hoferichter, F. & Raufelder, D. & Eid, M. (2014). The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the schools, 51(7), 736-752.
    Literaturnachweis auf fachportal-paedagogik.de
  • Bakadorova, O. & Raufelder, D. (2014). The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students. European Journal of education and psychology, 29(3), 347-366.
    Literaturnachweis auf fachportal-paedagogik.de
  • Krunke, H. & Raufelder, D. (2014). What it means to be an adolescent teacher-and-peer-independent motivation type. Journal of education and learning, 3(3), 33-44.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Drury, K. & Jagenow, D. & Hoferichter, F. & Bukowski, W. (2013). Development and validation of the relationship and motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence. Learning and individual differences, 182-189.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Jagenow, D. & Drury, K. & Hoferichter, F. (2013). Social relationships and motivation in secondary school. Four different motivation types. Learning and individual differences, 89-95.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Jagenow, D. & Hoferichter, F. & Drury, K. (2013). The person-oriented approach in the field of educational psychology. Problems of psychology in the 21st century, 5(April), 79-88.
    Literaturnachweis auf fachportal-paedagogik.de
  • Raufelder, D. & Bukowski, W. & Mohr, S. (2013). Thick description of the teacher-student relationship in the educational context of school. Results of an ethnographic field study. Journal of education and training studies, 1(2), 1-18.
    Literaturnachweis auf fachportal-paedagogik.de
Searching for publications in the Education Research Portal (Fachportal Pädagogik)
The service is offered by
DIPF Logo
Part of
KonsortSWD Logo
DIPF | Leibniz Institute for Research and Information in Education
Feedback