The Effect of Teacher, Parental, and Peer Support on Later Grade Point Average: The Mediating Roles of Self-Beliefs

Autor/inn/en	Kristensen, Sara M.; Jørgensen, Magnus; Meland, Eivind; Urke, Helga B.
Titel	The Effect of Teacher, Parental, and Peer Support on Later Grade Point Average: The Mediating Roles of Self-Beliefs
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2342-2359 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kristensen, Sara M.) ORCID (Jørgensen, Magnus) ORCID (Meland, Eivind) ORCID (Urke, Helga B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22865
Schlagwörter	Foreign Countries; Secondary School Students; Grade 8; Grade 10; Self Concept; Self Esteem; Beliefs; Teacher Student Relationship; Parent Child Relationship; Peer Relationship; Social Support Groups; Grade Point Average; Teacher Influence; Peer Influence; Parent Influence; Self Efficacy; Academic Achievement; Student Attitudes; Time Factors (Learning); Predictor Variables; Teacher Role; Achievement Gains; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Schulleistung; Schülerverhalten; Prädiktor; Lehrerrolle; Achievement gain; Leistungssteigerung; Norwegen
Abstract	The present study investigates how perceived support from peers, parents, and teachers influences later academic performance and if academic self-efficacy and entity intelligence beliefs mediate this association in a sample of early secondary school students. Data were collected from 750 Norwegian students in lower secondary school at two-time points (8th and 10th grade). All support variables were positively associated with academic self-efficacy but not entity intelligence beliefs. Academic self-efficacy was positively associated with GPA in 10th grade, while entity intelligence beliefs were negatively associated. The only mediation effect observed was between teacher support and GPA through academic self-efficacy. The study offers knowledge about mechanisms of support and later GPA, emphasizing the vital role of teachers in promoting academic self-efficacy and, in turn, improving academic performance for young adolescents. Entity intelligence beliefs hamper GPA, but more research is needed to ascertain its effect on academic performance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01