De longitudinale samenhang tussen conflict in de leerkracht-leerling relatie, respectievelijk ouderbetrokkenheid en de taakmotivatie van vmbo leerlingen.
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This research focuses on the role of conflict in the student-teacher relation and the role of parent involvement on the task motivation of pupils in secondary education. Motivation and social support are important factors to be able to function in secondary school. Through longitudinal research (2012, 2013 and 2014) data were collected from pupils from the second to the fourth class of prevocational secondary schools in Twente. The literature study shows that a teacher-student relationship based on conflict can lead to a lower task motivation of students. A high degree of parental involvement in a pupil's school performance can be related to a higher degree of task motivation. Current research investigated whether the relationship between a conflicted teacher-student relationship and task motivation was moderated by parental involvement and vice versa. Questionnaires were used to question both teachers and students. Teachers (N = 21) completed both the parent involvement and the teacher-student relationship questionnaires. Students (N = 407, Mage = 14.8, SD = .48) solely completed the questionnaire about task motivation. The results show that conflict can be both a positive and negative predictor of task motivation. In contrast to the hypotheses, parent involvement turns out to not be a significant predictor of task motivation. Neither parental involvement nor conflict have moderating effect on task motivation. Recommendations for follow-up research have been discussed.