Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions

Autor/inn/en	Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans
Titel	Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions
Quelle	In: Journal of Youth and Adolescence, 39 (2010) 1, S.36-46 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9367-7
Schlagwörter	Mathematics Achievement; Grade 7; Social Support Groups; Student Attitudes; Emotional Response; Self Esteem; Competence; Anxiety; Correlation; Parent Influence; Peer Influence; Teacher Influence; Motivation; Academic Achievement; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Social support; Soziale Unterstützung; Schülerverhalten; Emotionales Verhalten; Self-esteem; Selbstaufmerksamkeit; Kompetenz; Angst; Korrelation; psychologische; Motivation (psychologisch); Schulleistung; Ausland; Niederlande
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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10