Perceived social support and early adolescents' achievement: the mediational roles of motivational beliefs and emotions.
Perceived social support and early adolescents' achievement: the mediational roles of motivational beliefs and emotions.
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DOI：
10.1007/s10964-008-9367-7
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发表时间：
2010-01
影响因子：
4.9
通讯作者：
Kuyper, Hans
中科院分区：
文献类型：
--
作者：
Ahmed, Wondimu;Minnaert, Alexander;van der Werf, Greetje;Kuyper, Hans
尽管大量文献表明，领悟到的社会支持(PSS)会影响学业成绩，但这种影响的作用机制却鲜有经验性的关注。本研究考察了动机信念(能力信念和主观价值)和情绪(焦虑和快乐)的多重中介效应，它们可能解释了PSS(来自父母、同伴和老师)与数学成绩之间的经验联系。这项研究的参与者是238名七年级学生(平均年龄=13.2%，女孩=0.54%，主要是荷兰本土中产阶级的社会经济地位)。Bootstrap分析(一种相对较新的测试多重中介的技术)表明，动机信念和情绪共同部分地中介了PSS对成就的影响。然而，在不同的支持来源中，影响的比例从55%到75%不等。这一发现支持了文献中的理论假设，即支持性社会关系通过激励和情感途径影响成就。
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways.
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