Concordant with classical theoretical guidelines (i.e., social facilitation, social constructivism theory, and the Pygmalion effect) we tested the need for competition and perception of being valued by teachers to be better motivated for learning in school. We extend knowledge by testing these associations mediated by the social economic status given by the well-being of the family (i.e., controlling for gender and socio-economic status). A total of 214 Romanian students (45.3% boys) with ages between 13 and 17 years were administered the PEER questionnaire (i.e., perception of being valued by teachers, school-children motivation, and the need for competition). Results show a positive relation between the need for competition and motivation for learning. We also found positive relations between the perception of being valued by the teacher and motivation for learning and the need for competition. We conclude that motivation is higher when the need for competition is higher and the perception of being valued by teachers is higher.

与经典理论指导方针（即社会促进、社会建构主义理论和皮格马利翁效应）一致，我们测试了竞争和被教师重视的感知的必要性，以更好地激励在学校学习。我们通过测试由家庭幸福所赋予的社会经济地位（即控制性别和社会经济地位）介导的这些关联来扩展知识。共有 214 名 13 至 17 岁的罗马尼亚学生（45.3% 男孩）接受了 PEER 问卷调查（即被教师重视的感觉、学童的动机和竞争的需要）。结果表明，竞争需要和学习动机之间存在正相关关系。我们还发现被老师重视的感觉与学习动机和竞争需要之间存在正相关关系。我们得出的结论是，当竞争的需要更高并且被教师重视的感觉更高时，动机更高。