Social relationships and motivation in middle school: The role of parents, teachers, and peers.

Abstract

Introduction. The purpose of this study was to extend previous research about to the associations between different sources of social support, motivational beliefs, engagement and performance. We aimed at clarifying (1) the specific contribution of several sources of perceived social support to academic performance, and (2) the mediation effect of motivation and engagement in the relationships between perceived social support and performance Aims. This study aimed at investigating the effect of dimensions of perceived social support, motivational beliefs, and student engagement on academic performance. Method. The sample consisted of 226 last year university students. Structural equation modeling analyses were used to test the hypothesized associations. Results. Structural equation modeling analysis revealed that institutional and supervisor support were associated with adaptive motivation which, in turn, predicted greater behavioral, cognitive and emotional engagement. Further, behavioral engagement was the unique contributor of academic performance at the master’s thesis. Conclusion. The results clarify the specific contribution of different sources of perceived social support and underline the importance of the supervisor and the institution. They also underline the importance of considering different sources of perceived social support at the same time. Finally, theoretical assumptions concerning the mediational role of motivation were confirmed.