Sagt die Stressbelastung von Schüler*innen ihre Lern-Leistungsmotivation zu Beginn der Sekundarstufe I vorher? Ergebnisse einer Sekundärdatenanalyse

During educational transitions, pupils may be exposed to increased stress. A desideratum exists regarding whether achievement motivation after transition into secondary school in Germany can be predicted by the students’ stress. This desideratum shall be filled with the present secondary data analysis using data of 550 pupils from three federal states. Stress emerged as a significant predictor for approach and avoidance achievement goals (with gender as moderator) as well as for work avoidance (without gender moderation). Further research is necessary for the clarification of mechanisms, associations, and further relevant factors for learning and achievement motivation as well as stress at the beginning of grade 5.