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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
Views: 924/1303
Views index: 24%
Popularity index: 6%
Abstract     
"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  
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