Peer and teacher supports in relation to motivation and effort: A multi-level study |
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| Institution: | 1. University of Maryland, College Park, United States;2. American Institutes for Research, United States;1. Division of Education, Sookmyung Women’s University, Seoul, South Korea;2. Riverside Insights, Itasca, IL, United States;1. Institute of Educational Science, University of Jena, 07743 Jena, Germany;2. School of Education, University of California, 3200 Education Building, Irvine, CA 92697, USA;3. Institute of Psychology, University of Jena, Humboldtstraße 27, 07743 Jena, Germany;1. Free University of Berlin, Germany;2. University of Luxembourg, Luxembourg;3. Berlin-Brandenburg Institute for School Quality, Germany;4. University of Trier, Germany;5. University of Konstanz, Germany;6. Thurgau University of Teacher Education, Switzerland |
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| Abstract: | This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation. |
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| Keywords: | Motivation Effort Social support Teachers Peers |
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