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Zusammenfassung. Es gibt Belege dafür, dass Lehrerinnen und Lehrer über Schülergenerationen hinweg ein Absinken der Motivation wahrnehmen ( Cocodia et al., 2003 ; Howard, 2001 ). In der vorliegenden Untersuchung überprüfen wir anhand zweier Eichstichproben, die im Abstand von 10 Jahren (2002 N = 3326 und 2012 N = 3057) zur Normierung der Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO; Spinath, Stiensmeier-Pelster, Schöne & Dickhäuser, 2002 , 2012) rekrutiert wurden, ob diese Wahrnehmung zutreffend ist. Entsprechend den Erwartungen zeigten sich für drei der vier Skalen negative Veränderungen der schulbezogenen Motivation. Im Jahr 2012 zeigten sich im Vergleich zu 2002 niedrigere Lernziele, höhere Vermeidungs-Leistungsziele sowie eine höhere Arbeitsvermeidung. Die Effekte sind in ihrer Stärke mit dem Flynn-Effekt vergleichbar. Implikationen der Befunde für weitere Forschung und die Praxis werden diskutiert.

Previous research shows the substantial influence parents have on their children. Many parents invest considerable effort in maintaining this influence during college. Shared agency describes the extent to which parents and children share similar academic goals and jointly engage in obtaining these goals (Chang, Heckhausen, Greenberger, & Chen, 2010). The current study examined different patterns of shared agency with parents as predictors of academic achievement and motivation in college students. Over 800 undergraduate students attending a large, public university in the United States completed a 1-time online survey that measured patterns of shared agency with parents, intrinsic and extrinsic motivation, amotivation, achievement goal orientation, and grade point average. The results of analyses using structural equation modeling provide strong support for the hypothesis that shared agency was associated with students' higher academic achievement, greater intrinsic and extrinsic motivation, and less amotivation. In contrast, students reporting a high level of parental directing and parental uninvolvement (i.e., nonshared agency) attained less academic achievement, experienced lower intrinsic and extrinsic motivation, and higher amotivation. Moreover, the relationship between shared agency and students' academic achievement was partially mediated by students' motivation. The findings demonstrate the importance of parent-child shared agency patterns for postsecondary educational outcomes. Parents may be an underutilized resource for improving college students' motivation and academic achievement.

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