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Wentzel Kathryn R., Battle Ann, Russell Shannon L. & Looney Lisa B. (2010). « Social support from teachers and peers as predictor of academic and social motivation ». Contemporary educational psychology, n° 35, p. 193–202.
Added by: Feyfant Annie (07 Nov 2012 11:47:45 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1016/j.cedpsych.2010.03.002 BibTeX citation key: Wentzel2010  |
Categories: General Keywords: comportement social, motivation, réussite scolaire Creators: Battle, Looney, Russell, Wentzel Collection: Contemporary educational psychology |
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| Abstract |
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"Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation". Added by: Feyfant Annie |