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The Effect of Teacher, Parental, and Peer Support on Later Grade Point Average: The Mediating Roles of Self-Beliefs
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- المؤلفون: Kristensen, Sara M. (ORCID Kristensen, Sara M. (ORCID 0000-0003-4239-4696); Jørgensen, Magnus (ORCID Jørgensen, Magnus (ORCID 0000-0001-5755-2058); Meland, Eivind (ORCID Meland, Eivind (ORCID 0000-0001-9161-1680); Urke, Helga B. (ORCID Urke, Helga B. (ORCID 0000-0001-9187-2776)
- اللغة:
English
- المصدر:
Psychology in the Schools. Jul 2023 60(7):2342-2359.
- الموضوع:
2023
- نوع التسجيلة:
Journal Articles
Reports - Research
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
18
- Education Level:
Secondary Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Grade 10
High Schools
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1002/pits.22865
- ISSN:
0033-3085
1520-6807
- نبذة مختصرة :
The present study investigates how perceived support from peers, parents, and teachers influences later academic performance and if academic self-efficacy and entity intelligence beliefs mediate this association in a sample of early secondary school students. Data were collected from 750 Norwegian students in lower secondary school at two-time points (8th and 10th grade). All support variables were positively associated with academic self-efficacy but not entity intelligence beliefs. Academic self-efficacy was positively associated with GPA in 10th grade, while entity intelligence beliefs were negatively associated. The only mediation effect observed was between teacher support and GPA through academic self-efficacy. The study offers knowledge about mechanisms of support and later GPA, emphasizing the vital role of teachers in promoting academic self-efficacy and, in turn, improving academic performance for young adolescents. Entity intelligence beliefs hamper GPA, but more research is needed to ascertain its effect on academic performance.
- نبذة مختصرة :
As Provided
- الموضوع:
2023
- الرقم المعرف:
EJ1379611
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