Three-Year Longitudinal Investigation Into the Role of Social Support in Adolescent Academic Motivation and Achievement

• In Event: The Role of Peers and Context in Student Motivation

Abstract

The purpose of this study was to understand the extent to which various forms and sources of social support affected the academic motivation and achievement. To this end, we examined the longitudinal relationship between social support and academic outcomes through the achievement goal framework. Using data from the first three years of the Korean Educational Longitudinal Study: 2005 (covering the 7th to 9th grades), we revealed that parental support was the strongest predictor of academic motivation and outcomes. Parental emotional support and positive friendship both had a positive relationship with motivation and achievement. The role of teachers’ academic support could be differentiated from the role of teachers’ achievement pressure. Social support indirectly predicted test anxiety and achievement through achievement goals.

Authors

• Juyeon Song, Korea University

• Mimi Bong, Korea University

• Kyehyoung Lee

• Sung-Il Kim, Korea University