Does everyone benefit equally from self-efficacy beliefs? The moderating role of perceived social support on motivation
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Dosyalar
Tarih
2018-02
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey (N = 319, Xa(ge) = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation.
Açıklama
Anahtar Kelimeler
Academic, Self-efficacy, Motivation, Goal pursuit, Perceived social support, Early adolescence, Academic-achievement, School engagement, Adolescence, Model, Performance, Classroom, Turkey, Middle, Goals, Goal-setting theory, Adolescence, Adolescent, Career, Child, Friend, Female, Human, Major clinical study, Male, Motivation, Peer group, Questionnaire, Self report, Social status, Social support, Student, Turkey (republic)
Kaynak
Journal of Early Adolescence
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
38
Sayı
2
Künye
Bağcı Hemşinlioğlu, S. Ç. (2018). Does everyone benefit equally from self-efficacy beliefs? the moderating role of perceived social support on motivation. The Journal of Early Adolescence, 38(2), 204-219. doi:10.1177/0272431616665213
