Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation
研究追踪小学毕业生两年，发现学校归属感的个体内提升能预测六个月后内在学业动机的增长，对教师和教育者理解学校过渡期学生动机变化有参考价值。
= 11.58 years, SD = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.