Educational goals and motives as possible mediators in the relationship between social support and academic achievement
Autor: | Nathalie Oubrayrie-Roussel, Yves Prêteur, Lucie Hernandez |
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Rok vydání: | 2015 |
Předmět: |
Value (ethics)
Class (computer programming) 050402 sociology Goal orientation media_common.quotation_subject 05 social sciences 050301 education Educational psychology Academic achievement Education Academic institution Friendship Social support 0504 sociology Developmental and Educational Psychology Psychology 0503 education Social psychology media_common |
Zdroj: | European Journal of Psychology of Education. 31:193-207 |
ISSN: | 1878-5174 0256-2928 |
Popis: | Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals. |
Databáze: | OpenAIRE |
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