Social supports from teachers and peers as predictors of academic and social motivation
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 (e...
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| Veröffentlicht in: | Contemporary educational psychology 2010-07, Vol.35 (3), p.193-202 |
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| container_issue | 3 |
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| container_title | Contemporary educational psychology |
| container_volume | 35 |
| creator | Wentzel, Kathryn R. Battle, Ann Russell, Shannon L. Looney, Lisa B. |
| description | 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. |
| doi_str_mv | 10.1016/j.cedpsych.2010.03.002 |
| format | Article |
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n
=
120), seventh (
n
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115), and eighth (
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=
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.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1016/j.cedpsych.2010.03.002</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Academic Achievement ; Adolescents ; Biological and medical sciences ; Classrooms ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Gender Differences ; Goal directed ; Goal Orientation ; Grade 6 ; Grade 7 ; Grade 8 ; Middle school students ; Motivation ; Outcomes of Education ; Peer Relationship ; Peers ; Perceptions ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Safety ; Social support ; Social Support Groups ; Student Attitudes ; Student Interests ; Student Motivation ; Teacher Student Relationship ; Teachers</subject><ispartof>Contemporary educational psychology, 2010-07, Vol.35 (3), p.193-202</ispartof><rights>2010 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2010 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c488t-6e79a5b2bac10cec20031bba3fb99a7b8ee8484e314d5c924772133eb89ab1303</citedby><cites>FETCH-LOGICAL-c488t-6e79a5b2bac10cec20031bba3fb99a7b8ee8484e314d5c924772133eb89ab1303</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0361476X10000068$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,30976,30977,65306</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ890839$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=23009063$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Wentzel, Kathryn R.</creatorcontrib><creatorcontrib>Battle, Ann</creatorcontrib><creatorcontrib>Russell, Shannon L.</creatorcontrib><creatorcontrib>Looney, Lisa B.</creatorcontrib><title>Social supports from teachers and peers as predictors of academic and social motivation</title><title>Contemporary educational psychology</title><description>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.</description><subject>Academic Achievement</subject><subject>Adolescents</subject><subject>Biological and medical sciences</subject><subject>Classrooms</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Gender Differences</subject><subject>Goal directed</subject><subject>Goal Orientation</subject><subject>Grade 6</subject><subject>Grade 7</subject><subject>Grade 8</subject><subject>Middle school students</subject><subject>Motivation</subject><subject>Outcomes of Education</subject><subject>Peer Relationship</subject><subject>Peers</subject><subject>Perceptions</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Safety</subject><subject>Social support</subject><subject>Social Support Groups</subject><subject>Student Attitudes</subject><subject>Student Interests</subject><subject>Student Motivation</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><issn>0361-476X</issn><issn>1090-2384</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFkU1v1DAQhi0EEkvhHyAUIaGesow_NrFvoKp8qRIHQHCznMlE9SqJgydbqf8et7v0wIWTx36feT16R4hXErYSZPN2v0XqF77F662C8gh6C6AeiY0EB7XS1jwWG9CNrE3b_HoqnjHvAaQ0Tm_Ez28JYxgrPixLyitXQ05TtVLAa8pchbmvFrqvuFoy9RHXVG5pqAKGnqaI9wwfXaa0xpuwxjQ_F0-GMDK9OJ1n4seHy-8Xn-qrrx8_X7y_qtFYu9YNtS7sOtUFlICECkDLrgt66JwLbWeJrLGGtDT9Dp0ybauk1tRZFzqpQZ-J86PvktPvA_Hqp8hI4xhmSgf2tlE7p6yyhXz9D7lPhzyX4bzdqQZaY9oCNUcIc2LONPglxynkWy_B36Xt9_5v2v4ubQ_al7RL45uTe2AM45DDjJEfupWGsoxGF-7lkaMc8UG-_GIdWO2K_O4kl8xuImXPGGkuX8ZMuPo-xf9N8gc876JS</recordid><startdate>20100701</startdate><enddate>20100701</enddate><creator>Wentzel, Kathryn R.</creator><creator>Battle, Ann</creator><creator>Russell, Shannon L.</creator><creator>Looney, Lisa B.</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier BV</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>20100701</creationdate><title>Social supports from teachers and peers as predictors of academic and social motivation</title><author>Wentzel, Kathryn R. ; Battle, Ann ; Russell, Shannon L. ; Looney, Lisa B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c488t-6e79a5b2bac10cec20031bba3fb99a7b8ee8484e314d5c924772133eb89ab1303</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic Achievement</topic><topic>Adolescents</topic><topic>Biological and medical sciences</topic><topic>Classrooms</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Gender Differences</topic><topic>Goal directed</topic><topic>Goal Orientation</topic><topic>Grade 6</topic><topic>Grade 7</topic><topic>Grade 8</topic><topic>Middle school students</topic><topic>Motivation</topic><topic>Outcomes of Education</topic><topic>Peer Relationship</topic><topic>Peers</topic><topic>Perceptions</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Safety</topic><topic>Social support</topic><topic>Social Support Groups</topic><topic>Student Attitudes</topic><topic>Student Interests</topic><topic>Student Motivation</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wentzel, Kathryn R.</creatorcontrib><creatorcontrib>Battle, Ann</creatorcontrib><creatorcontrib>Russell, Shannon L.</creatorcontrib><creatorcontrib>Looney, Lisa B.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Contemporary educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wentzel, Kathryn R.</au><au>Battle, Ann</au><au>Russell, Shannon L.</au><au>Looney, Lisa B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ890839</ericid><atitle>Social supports from teachers and peers as predictors of academic and social motivation</atitle><jtitle>Contemporary educational psychology</jtitle><date>2010-07-01</date><risdate>2010</risdate><volume>35</volume><issue>3</issue><spage>193</spage><epage>202</epage><pages>193-202</pages><issn>0361-476X</issn><eissn>1090-2384</eissn><abstract>Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). 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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.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><doi>10.1016/j.cedpsych.2010.03.002</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
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| ispartof | Contemporary educational psychology, 2010-07, Vol.35 (3), p.193-202 |
| issn | 0361-476X 1090-2384 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Elsevier ScienceDirect Journals |
| subjects | Academic Achievement Adolescents Biological and medical sciences Classrooms Educational psychology Fundamental and applied biological sciences. Psychology Gender Differences Goal directed Goal Orientation Grade 6 Grade 7 Grade 8 Middle school students Motivation Outcomes of Education Peer Relationship Peers Perceptions Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Safety Social support Social Support Groups Student Attitudes Student Interests Student Motivation Teacher Student Relationship Teachers |
| title | Social supports from teachers and peers as predictors of academic and social motivation |
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