Parents and Teachers as Distinguishable Social Agents in Determining Students' Academic Motivation, Engagement, and Achievement

• In Event: 60.027 - Role of Teachers and Teaching in Students' Academic and Motivational Outcomes

Abstract

We compared the predictive utility of perceived parental and teacher relationships on students’ academic motivation, engagement, and achievement. In particular, we specified perceived parental/teacher relationships as multifaceted constructs comprising academic pressure, academic support, and emotional support. The results revealed that parents emerged as the more influential social agent in determining middle school students’ motivation and achievement. Perceived support from parents, especially, positively affected students’ academic motivation, engagement, and achievement. Moreover, perceived academic and emotional support from parents demonstrated distinguishable predictive relationships with students’ test-anxiety and engagement. In contrast, perceived academic pressure from teachers emerged as a direct negative predictor of students’ academic achievement.

Authors

• Yi Jiang, East China Normal University

• Sun-Young Lee, Korea University

• Hyun Seon Ahn, Korea University - Brain and Motivation Research Institute

• Sun Kyung Lee, Korea University

• Mimi Bong, Korea University

• Johnmarshall Reeve, Korea University