The Effects of Social Supports on Changes in Students' Perceived Instrumentality of Schoolwork for Future Goal Attainment

Autor/inn/en	Shin, Jongho; Seo, Eunjin; Hwang, Hyeyoung
Titel	The Effects of Social Supports on Changes in Students' Perceived Instrumentality of Schoolwork for Future Goal Attainment
Quelle	In: Educational Psychology, 36 (2016) 5, S.1024-1043 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1072135
Schlagwörter	Student Attitudes; Goal Orientation; Academic Achievement; Student Motivation; Parent Influence; Teacher Influence; Peer Influence; Gender Differences; Stress Variables; Socioeconomic Status; Expectation; Social Support Groups; Career Guidance; Predictor Variables; Attitude Change; Value Judgment; Adolescents; Foreign Countries; Grade 7; Longitudinal Studies; Statistical Analysis; Hierarchical Linear Modeling; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; Zielorientierung; Zielvorstellung; Schulleistung; Schulische Motivation; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Expectancy; Erwartung; Social support; Soziale Unterstützung; Berufsorientierung; Prädiktor; Attitudinal change; Einstellungsänderung; Werturteil; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Korea; Republik
Abstract	Research on perceived instrumentality of students' academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents' and teachers' academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01