Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis

Research consistently shows that the learning environment plays an important role for early adolescents’ learning and outcomes and suggests that good teacher–student relationships can serve as a protective factor for maintaining young adolescents’ interest and active engagement in learning. However, less is known about the dynamic nature of teacher–student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher–student relationships in a cross-national context. The present study investigated changes in two components of teacher–student relationships (teachers’ involvement vs. rejection) and examined links with students’ academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers’ involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher’s involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher’s rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers’ involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher–student relationships (teachers’ involvement) play an essential role in early adolescents’ motivation regardless of the nations and should be a priority for schools.     

Determination of blood/serum ratios of different forensically relevant analytes in authentic samples

For forensic toxicological investigations only whole blood, but no serum is often available. Pharmacokinetic data are helpful for interpreting the results, but most of these studies indicate serum or plasma concentrations. In order to obtain reliable conversion factors which also take intersubject variability into account, the blood/serum ratios (B/S) of oxycodone, morphine, fentanyl, hydromorphone, zopiclone, MDMA, dexamphetamine, alprazolam, risperidone and 9-hydroxyrisperidone were determined by LC-MS/MS using authentic samples. Blood and corresponding serum samples were obtained from driving studies performed with controlled or known dosages of the above drugs. The analytes were analysed in blood and serum and the following mean B/S ratios (relative standard deviations) were determined: oxycodone 1.48 (8.19 %); morphine 1.03 (3.59 %); fentanyl 0.87 (13.9 %); hydromorphone 1.04 (8.11 %); zopiclone 0.89 (16.1 %); MDMA 1.19 (8.04 %); dexamphetamine 0.89 (10.9 %); alprazolam 0.81 (5.84 %); risperidone 0.65 (7.52 %); 9-hydroxyrisperidone 0.73 (12.3 %). These mean values are largely in line with those reported in the literature. The B/S ratios did not appear to depend on partition coefficients, whereas there was strong evidence that B/S ratios decreased with increasing plasma protein binding.