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Perceived Social Support and Early Adolescents’ Achievement: The Mediational Roles of Motivational Beliefs and Emotions
16 references·16 citing·43 second hopsampled
Perceived Social Support and Early Adolescents’ Achievement: The Mediational Roles of Motivational Beliefs and Emotions (2008)Perceived Social Support and Early Adoles…Development of Achievement Motivation (2007)Development of Achievement Mo…Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…Social Support Measurement and Intervention (2000)Social Support Measurement an…Expectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…Social, emotional, and personality development (1998)Social, emotional, and person…Social relationships and motivation in middle school: The role of parents, teachers, and peers. (1998)Social relationships and moti…Self-Efficacy Beliefs in Academic Settings (1996)Self-Efficacy Beliefs in Acad…The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)The need to belong: Desire fo…Classroom Belonging among Early Adolescent Students (1993)Classroom Belonging among Ear…Age and Sex Differences in Perceptions of Networks of Personal Relationships (1992)Age and Sex Differences in Pe…Age and Sex Differences in Perceptions of Networks of Personal Relationships (1992)Age and Sex Differences in Pe…Competence, autonomy, and relatedness: A motivational analysis of self-system processes. (1991)Competence, autonomy, and rel…The Nature, Effects, and Relief of Mathematics Anxiety (1990)The Nature, Effects, and Reli…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Coping with stress during childhood and adolescence. (1987)Coping with stress during chi…A Handbook of Child Psychology (1932)A Handbook of Child PsychologyTeacher support and academic engagement among EFL learners: The role of positive academic emotions (2021)Teacher support and academic …Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021)Math Performance and Academic…Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018 (2020)Perceived teacher support, se…Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students (2020)Perceived teacher support and…Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? (2019)Student-perceived teaching qu…Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2019)Negative life events, self-ef…“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement (2016)“How do you feel about math?”…Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015)Teacher and Peer Support for …Students' interpersonal relationships, personal best (PB) goals, and academic engagement (2015)Students' interpersonal relat…Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015)Sense of relatedness boosts e…Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. (2014)Longitudinal investigation in…Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses (2013)Students’ Perceptions of Emot…Application of Structural Equation Modeling in Educational Research and Practice (2013)Application of Structural Equ…The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science (2012)The Role of Social Support in…Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012)Teacher Support, Motivation, …Reciprocal relationships between math self-concept and math anxiety (2011)Reciprocal relationships betw…Self-efficacy: Toward a unifying theory of behavioral change. (1977)The development of achievement task values: A theoretical analysis (1992)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Enhancing Students' Engagement by Increasing Teachers' Autonomy Support (2004)Meta-analysis in social research (1982)Statistical Methods for Meta-Analysis (1988)Math Anxiety: Personal, Educational, and Cognitive Consequences (2002)Research on Affect in Mathematics Education: A Reconceptualization (2006)Female teachers’ math anxiety affects girls’ math achievement (2010)An attributional theory of achievement motivation and emotion. (1985)Mood and the use of scripts: Does a happy mood really lead to mindlessness? (1996)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Attachment and Loss (1969)The Evolution of Cooperation (1981)Stress, social support, and the buffering hypothesis. (1985)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The Job Demands‐Resources model: state of the art (2007)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Teacher Efficacy: Its Meaning and Measure (1998)Teacher efficacy: capturing an elusive construct (2001)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Self-efficacy: the exercise of control (1997)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)The Four-Phase Model of Interest Development (2006)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work (2000)Handbook of Positive Psychology (2001)Social cognitive theory of gender development and differentiation. (1999)Empathy: Its ultimate and proximate bases (2002)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Students' Need for Belonging in the School Community (2000)Relationships Matter: Linking Teacher Support to Student Engagement and Achievement (2004)The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)
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References

  • 1995The need to belong: Desire for interpersonal attachments as a fundamental human motivation.21,991 cited
  • 1932A Handbook of Child Psychology10,101 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2000Expectancy–Value Theory of Achievement Motivation7,373 cited
  • 1996Self-Efficacy Beliefs in Academic Settings4,684 cited
  • 2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
  • 1990The Nature, Effects, and Relief of Mathematics Anxiety1,993 cited
  • 1998Social, emotional, and personality development1,899 cited
  • 1991Competence, autonomy, and relatedness: A motivational analysis of self-system processes.1,875 cited
  • 2007Development of Achievement Motivation1,866 cited
  • 2000Social Support Measurement and Intervention1,846 cited
  • 1998Social relationships and motivation in middle school: The role of parents, teachers, and peers.1,826 cited
  • 1992Age and Sex Differences in Perceptions of Networks of Personal Relationships1,645 cited
  • 1993Classroom Belonging among Early Adolescent Students1,612 cited
  • 1992Age and Sex Differences in Perceptions of Networks of Personal Relationships

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1,190 cited
  • 1987Coping with stress during childhood and adolescence.1,005 cited
  • Cited by

    • 2014Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.265 cited
    • 2021Teacher support and academic engagement among EFL learners: The role of positive academic emotions262 cited
    • 2015Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging257 cited
    • 2011Reciprocal relationships between math self-concept and math anxiety246 cited
    • 2013Application of Structural Equation Modeling in Educational Research and Practice231 cited
    • 2015Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study228 cited
    • 2012The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science228 cited
    • 2021Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants195 cited
    • 2013Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses192 cited
    • 2019Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?178 cited
    • 2012Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model167 cited
    • 2020Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018159 cited
    • 2020Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students158 cited
    • 2016“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement143 cited
    • 2015Students' interpersonal relationships, personal best (PB) goals, and academic engagement137 cited
    • 2019Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout.122 cited