Perceived Social Support and Early Adolescents’ Achievement: The Mediational Roles of Motivational Beliefs and Emotions |
| |
Authors: | Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper |
| |
Institution: | (1) Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG Groningen, The Netherlands;(2) Department of Educational Sciences, University of Groningen, Groningen, The Netherlands |
| |
Abstract: | Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through
which this effect operates received little empirical attention. The present study examined the multiple mediational effects
of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for
the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study
were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status).
A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and
the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however,
varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature
that supportive social relationships influence achievement through motivational and affective pathways. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|