Social supports from teachers and peers as predictors of academic and social motivation |
| |
Authors: | Kathryn R Wentzel Ann Battle Shannon L Russell Lisa B Looney |
| |
Institution: | 1. Department of Human Development, University of Maryland, College Park, MD 20742, United States;2. University of California, San Bernadino, United States |
| |
Abstract: | Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation. |
| |
Keywords: | Social support Motivation Teachers Peers |
本文献已被 ScienceDirect 等数据库收录! |
|