2023 Volume 47 Issue 3 Pages 527-535
Based on the motivational model of friendship formation and maintenance (Okada, 2008a), this study examined the effects of each motivation toward friendship on friendship satisfaction through various academic helping behaviors. The participants were 197 junior high school students in Japan. Path analyses showed that autonomous motivations directly promote friendship satisfaction, while external regulation indirectly lowers it via the avoidance of academic help-seeking. In addition, moderated mediation analyses revealed that controlled motivations are more likely to lead to non-adaptive academic helping behaviors when academic competence is high. These findings highlight the importance of focusing on a variety of academic helping behaviours and interaction between friendship motivation and academic competence when investigating the effects of peer learning.
