Longitudinal Person-Centered Perspective on Motivation and Social Support: Implications for Adolescent Engagement and Well-Being (Poster 5)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

This study investigated the developmental changes in profiles of academic motivation and perceived social support in relation to student engagement and well-being. We used nationally representative longitudinal data encompassing elementary to high school. Only during middle school did an additional profile with discordant levels of perceived motivation and social support emerge, besides the Low all, Moderate all, and High all profiles discovered across all timepoints. Motivational beliefs were more influential in engagement, whereas perceived social support played a buffering role in well-being. Substantial mobility in profiles arose around the middle school transition. Furthermore, perceiving social support facilitated upward transitions to adaptive profiles. Our findings provide practical implications for educational efforts to enhance student learning and thriving across different developmental stages.

Authors

• Jiwon Kim, Korea University - Brain and Motivation Research Institute

• Seohee Park, Korea University - Brain and Motivation Research Institute

• Mimi Bong, Korea University