The Pathway from Perceived Peer Support to Achievement via School Motivation in Girls and Boys: A Moderated-Mediation Analysis

Autor/inn/en	Kaynak, Ümre; Kaynak, Semih; Sevgili Koçak, Seda
Titel	The Pathway from Perceived Peer Support to Achievement via School Motivation in Girls and Boys: A Moderated-Mediation Analysis
Quelle	In: RMLE Online: Research in Middle Level Education, 46 (2023) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaynak, Ümre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/19404476.2023.2171655
Schlagwörter	Peer Relationship; Academic Achievement; Gender Differences; Student Motivation; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Schulleistung; Geschlechterkonflikt; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	While it is well established that positive peer relationships lead to positive outcomes, little is known about the mediating role of school motivation on the association between perceived peer support and school achievement among middle grades students. Even less is known about the effect of gender on this mediation. The current study examined whether school motivation mediates the association between perceived peer support and achievement. In addition, the gender effect on the mediation was examined using multigroup structural equation modeling. A total of 501 middle grades students (259 girls and 242 boys, aged 10-14 years) completed the self-report questionnaires assessing their perceived peer support, school motivation, and achievement. All models showed good model-data fit and indicated that school motivation fully mediates the associations between perceived peer support and school achievement in both genders. Also, the findings suggested that the association between school motivation and achievement was moderated by gender. The findings were discussed, and implications were shared for enhancing school achievement of middle grade students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01