Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School

Autor/inn/en	Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra
Titel	Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School
Quelle	In: Journal of Educational Psychology, 108 (2016) 2, S.242-255 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000049
Schlagwörter	Mexican Americans; Emotional Development; Expectation; Parent Role; Teacher Role; Peer Influence; Adolescents; Social Behavior; Academic Achievement; Regression (Statistics); Correlation; Predictor Variables; Grade 5; Grade 6; Rating Scales; Adults; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Gefühlsbildung; Expectancy; Erwartung; Parental role; Elternrolle; Lehrerrolle; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social behaviour; Soziales Verhalten; Schulleistung; Regression; Regressionsanalyse; Korrelation; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Rating-Skala
Abstract	We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain; teacher and parent variables were significant predictors of academic outcomes, and peer variables were significant predictors of social behavior. Examination of moderation effects indicated that expectations of adults and peers are related to outcomes more strongly as a function of perceived emotional support. However, moderating effects for academic outcomes were found for higher levels of adult emotional support, whereas effects for behavioral outcomes were found for lower levels of peer emotional support. The differential contribution of adult and peer emotional support to school outcomes is discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01