Perceived support provided by teachers and classmates and students' self-reported academic initiative

Danielsen, Anne Grete; Wiium, Nora; Wilhelmsen, Britt Unni; Wold, Bente

doi:10.1016/j.jsp.2010.02.002

Cited by 126 publications

(84 citation statements)

References 46 publications

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“…These findings also suggest that social support mitigates the deleterious effects of stress on heath (Gayman, Turner, Cislo, & Eliassen, 2011) and academic success (Danielsen et al, 2010). Stress is known to be deleterious to health by promoting maladaptive behavioural coping responses (e.g.…”

Section: Introductionmentioning

confidence: 68%

“…The psychosocial needs of adolescents play a critical role in their academic success. Several studies have demonstrated that social support has a positive effect on adolescents' health and wellbeing (Gini, Carli, & Pozzoli, 2009;Lindsey, Joe, & Nebbitt, 2010) and on their academic success (Azmitia, Cooper, & Brown, 2009;Danielsen, Wiium, Wilhelmsen, & Wold, 2010).Conversely, stress has negative effects on health and wellbeing (Flouri & Kallis, 2011;Hjern, Alfven, & Ostberg, 2008) and on academic success (Alva & de los Reyes, 1999;Chung & Cheung, 2008;Flook & Fuligni, 2008). These findings also suggest that social support mitigates the deleterious effects of stress on heath (Gayman, Turner, Cislo, & Eliassen, 2011) and academic success (Danielsen et al, 2010).…”

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confidence: 99%

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Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Glozah

Pevalin

2014

Journal of Adolescence

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The aim of this study is to gain a better understanding of the role psychosocial factors play in promoting the health and academic success of adolescents. A total of 770 adolescent boys and girls in Senior High Schools were randomly selected to complete a self-report questionnaire. School reported latest terminal examination grades were used as the measure of academic success.Structural equation modelling indicated a relatively good fit to the posteriori model with four of the hypothesised paths fully supported and two partially supported. Perceived social support was negatively related to stress and predictive of health and wellbeing but not academic success. Stress was predictive of health but not academic success. Finally, health and wellbeing was able to predict academic success. These findings have policy implications regarding efforts aimed at promoting the health and wellbeing as well as the academic success of adolescents in Ghana.Keywords: adolescents; perceived social support; stress; health; wellbeing; academic success 3 INTRODUCTIONThe academic success of children does not occur within a vacuum, but rather is situated within nested environments characterised by dynamic and subtle influences. Data from the Global School-based Health Survey in Ghana indicates that over 80% of adolescents report experiences such as feeling worried, feeling sad and hopeless, and feeling lonely which in turn had a negative effect on their daily life activities (Owusu, 2008). The psychosocial needs of adolescents play a critical role in their academic success. Several studies have demonstrated that social support has a positive effect on adolescents' health and wellbeing (Gini, Carli, & Pozzoli, 2009;Lindsey, Joe, & Nebbitt, 2010) and on their academic success (Azmitia, Cooper, & Brown, 2009;Danielsen, Wiium, Wilhelmsen, & Wold, 2010).Conversely, stress has negative effects on health and wellbeing (Flouri & Kallis, 2011;Hjern, Alfven, & Ostberg, 2008) and on academic success (Alva & de los Reyes, 1999;Chung & Cheung, 2008;Flook & Fuligni, 2008). These findings also suggest that social support mitigates the deleterious effects of stress on heath (Gayman, Turner, Cislo, & Eliassen, 2011) and academic success (Danielsen et al., 2010). Stress is known to be deleterious to health by promoting maladaptive behavioural coping responses (e.g. smoking, alcohol intake, binge eating). Cohen, Gottlieb, and Underwood (2000) assert that beliefs of perceived social support may reduce or even annihilate an emotional reaction to stressful situations and prevent or alter maladaptive behavioural response, and may also alleviate the deleterious effects of stress appraisal by providing a solution to a problem, either in terms of health or academic success.In response to concerns that academic standards are falling in Ghana, policy makers have placed considerable emphasis on factors such as school feeding programmes, curriculum modification, and education reforms among others (Ghana Ministry of Education, 2003). Although these school-b...

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Section: Introductionmentioning

confidence: 68%

mentioning

confidence: 99%

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Glozah

Pevalin

2014

Journal of Adolescence

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“…For instance, previous research reveals positive associations with students' engagement (Patrick, Ryan, & Kaplan, 2007), academic initiative (Danielsen, Wiium, Wilhelmsen, & Wold, 2010), intrinsic motivation (E. Skaalvik & S. Skaalvik, 2013;Wentzel et al, 2010), and higher self-esteem and lower levels of anxiety (De Wit et al, 2011). Moreover, students who feel emotionally supported are more likely to expend effort (Goodenow & Grady, 1993;Wentzel, 1994), ask for help (Newman & Schwager, 1993), and use self-regulated learning strategies (Ryan & Patrick, 2001).…”

mentioning

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 research on teacher immediacy provides the firmest foundation for the idea that caring makes a difference in students' educational experiences, retention of course content, and student achievement. Danielsen, Wiium, Wilhelmsen, and Wold (2010) found in their research that students of caring teachers attained higher levels of achievement and school wellbeing.…”

Section: Demonstrating Care Connectedness and A Pedagogy Of Relatiomentioning

confidence: 97%

Going Back to the Basics: Demonstrating Care, Connectedness, and a Pedagogy of Relationship in Education

Owusu‐Ansah¹,

Kyei-Blankson²

2016

WJE

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Without question, it is imperative in today's era of standards, accountability, and performance assessment, that teachers are skilled in content knowledge and pedagogical strategies. However, the humanistic side of education is equally important for effective teaching and learning. As such, educators need to be reminded of the importance of demonstrating care and connectedness in their classrooms and schools. The current research summary provides literature related to the concepts of care and connectedness and shares strategies for demonstrating care and connectedness in our classrooms and schools. The paper serves as a call to action to all educators, especially those who teach young adolescents, to find a way back to the basic principles of education. Teachers need to exhibit care by adapting their teaching to meet the needs of all students while building connections and positive student-teacher relationships at all levels of education and in all learning environments.

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Perceived support provided by teachers and classmates and students' self-reported academic initiative

Cited by 126 publications

References 46 publications

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

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

Going Back to the Basics: Demonstrating Care, Connectedness, and a Pedagogy of Relationship in Education

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