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

Ahmed, Wondimu; Minnaert, Alexander; Werf, Greetje van der; Kuyper, Hans

doi:10.1007/s10964-008-9367-7

Cited by 231 publications

(199 citation statements)

References 42 publications

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“…According to our results, as a part of emotional engagement, a sense of belonging at school requires experiences of social cohesion, and this is constructed by emotional and informational support from both teachers and peers. Earlier studies have found connections between supportive relationships and motivational outcomes (Wentzel, 1998) and reported that teacher and peer support is positively associated with students' enjoyment and interest at school and their further achievement (Ahmed et al, 2010;Wentzel, 1998). However, in our data, students perceive providing and receiving social support as the key element in their sense of belonging, which in turn makes it a necessity in the construction of the students' emotional engagement with schoolwork.…”

Section: Findings In the Light Of Previous Literature And Pedagogicalcontrasting

confidence: 78%

The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher-student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.

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Section: Findings In the Light Of Previous Literature And Pedagogicalcontrasting

confidence: 78%

The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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“…When students perceive their teachers as supportive, they are more likely to be interested in academic activities and less likely to be anxious (Baumeister & Leary, 1995;Wentzel, 1998;Yildirim, 2012). For instance, a study of Ahmed et al (2010) revealed that perceived teacher support positively predicted students' interest and enjoyment but negatively predicted anxiety in mathematics. Also, the finding that anxiety is a significant negative predictor of learning strategy and achievement in mathematics is robust (e.g., Lapointe, Legault, & Batiste, 2005;Metallidou & Vlachou, 2007).…”

Section: Motivational and Emotional Responsesmentioning

confidence: 99%

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici¹,

Skaalvik²

2013

IES

103

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We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.

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“…The option that describe their socially responsible consumption behavior is 'I make an effort to learn about these issues, and I am willing to pay more or sacrifice product quality in order to use these issues in my purchase decisions'. The instrument to measure social support from network (including parents, peers and teachers) has been adopted from the work of Malecki and Demaray, (2002);Fraser et al, (1996); Johnson et al, (1983);and Ahmed et al (2010), which examines the influence of social network in promotion of learning behavior among adolescents. The instrument contains 4 items: "my parents always advise and inspires me to adopt socially responsible consumption behavior, I always get motivation from my friends and peers to practice socially responsible consumption behavior.…”

Section: Instruments and Measuresmentioning

confidence: 99%

The Role of Personal Values and Perceived Social Support in Developing Socially Responsible Consumer Behavior

Ali¹,

Mandurah²

2016

ASS

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Corporate social responsibility (CSR) is a longstanding theme in marketing research. Although plenty of research have been done to examine the influence of CSR activities on consumer behavior, less attention is paid to explore the psychological factors that shape consumer's socially responsible behavior (SRB). The current research addresses this gap by reviewing and comparing the literature from psychology and marketing streams that moves towards a degree of convergence. It examines the psychological role of personal values and external factors like perceived social support to build pro-social behavior among consumers. The personal values include; self-transcendence and self-enhancement values and perceived social support by social network in shaping consumer's socially responsible behavior. The study proposed and tested the theoretical model using Structural Equation Model (SEM) technique. Data is collected through self-administered survey from 450 consumers in Pakistan. The study found that higher self-transcendence values leads to higher level of socially responsible behavior among consumers. Whereas self-enhancement values has negative influence on consumers in adopting socially responsible behavior. The social networks including; parents, friends/peers, teachers' play important role in development of socially responsible behavior among consumers as individuals tend to pay focus on the recommendations of their members in their social networks. The findings of this study provide important recommendations to the corporate policy makers to ensure sustainable organizational performance in today's competitive business environment.

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

Cited by 231 publications

References 42 publications

The anatomy of adolescents’ emotional engagement in schoolwork

The anatomy of adolescents’ emotional engagement in schoolwork

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

The Role of Personal Values and Perceived Social Support in Developing Socially Responsible Consumer Behavior

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