Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence |
| |
| Institution: | University of Michigan, Ann Arbor, United States |
| |
| Abstract: | The present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761 fifth (n = 412) and sixth grade (n = 349) students nested within 44 classrooms who were 52% female and ethnically diverse. Results indicated that both peer and teacher relationships are important for early adolescents’ behavioral engagement, but teachers play a primary role in shaping emotional engagement toward subject-area content. Moreover, both individual and classroom-level indicators of perceived support explained variation in children’s engagement outcomes, highlighting the complex nature of classroom social relationships that necessitate teachers’ consideration. |
| |
| Keywords: | Classroom engagement Teacher support Peer relations |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
