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Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.
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Catalogue Record 75329
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Catalogue Record 75329
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Field name
Details
Nuova numerazione
75329
Collocazione
UPS BIBL CENTR SL-II-534
Autore
SONG, J.
Titolo
Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Parte componente di periodico
Descrizione fisica
pp. 821-841
Nota generale
Estratto da: Journal of educational psychology 2015, 107, 3
Riassunto
We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean Educational Longitudinal Study 2005 data (Y. Kim et al., 2007), which followed students from Grade 7 to Grade 9 in middle school. Compared with the other 2 social agent groups, support from parents predicted the widest variety of adolescent motivation and achievement indexes. Parental emotional support was most beneficial, predicting stronger mastery goals, weaker performance-avoidance goals, lower test anxiety, and higher academic achievement than any other type of support. Parental academic support functioned as a double-edged sword, predicting not only stronger mastery goals but also stronger performance-approach goals, stronger performance-avoidance goals, and higher test anxiety. Achievement pressure from teachers had the same predictive relationships but was weaker in strength. Perceived emotional support from teachers was not as effective as that from parents in predicting adolescent motivation achievement; however, perceived academic support from teachers was helpful for adolescents in predicting stronger mastery goals. Support from peers worked as a buffer against maladaptive motivation, predicting weaker performance-avoidance goals and lower test anxiety. Mastery goals mediated the relationship between social support and academic achievement, whereas performance-approach goals and performance-avoidance goals mediated the relationship between social support and test anxiety. The same patterns emerged consistently for all 3 years at middle school.
Tipo di documento
RICERCA.
Soggetto
ADOLESCENTI.
ASSISTENZA SOCIALE.
MOTIVAZIONE.
COREA DEL SUD.
Ambito
Psicologico
Autore Secondario
BONG, M.
KYEHYOUNG, L.
KIM, S.I.
Titolo correlato
Journal of educational psychology 2015, 107, 3.
Accesso online
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-52632-001&lang=it&site=ehost-live
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