Achievement Motivation in Adolescents: The Role of Peer Climate and Best Friends

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Abstract
Using M. L. Maehr's (1984) theory of personal investment, the authors investigated associations among perceived peer relationships and achievement motivation during science class. Middle school and high school students (N = 253) completed a self-report questionnaire assessing peer classroom climate, achievement-related beliefs and values of a best friend, achievement goals, social goals, and self-efficacy. Regression analyses indicated that perceived peer relationship variables explained variance in achievement motivation. Adolescents who perceived being valued and respected by classmates were more likely to report adaptive achievement motivation. Reports of adaptive achievement motivation were also related to having a good quality friendship and a best friend who values academics. Having a poor quality friendship and perceiving classmates to be resistant to school norms were related to reports of maladaptive achievement motivation.

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