The impact of different sources of social support on academic performance: Intervening factors and mediated pathways in the case of master's thesis |
| |
| Affiliation: | 1. Department of psychology, université catholique de Louvain, place du Cardinal Mercier, 10, 1348 Louvain-la-Neuve, Belgium;2. Facultés universitaires Saint-Louis, Bruxelles, Belgium;1. ECCS research unit, maison des sciences humaines, université du Luxembourg, 11, Porte-des-Sciences, 4366 Esch-sur-Alzette, Luxembourg;2. Luxembourg institute of science and technology, 29, avenue John-F.-Kennedy, 1855 Luxembourg, Luxembourg;3. LUCET research unit, maison des sciences humaines, université du Luxembourg, 11, Porte-des-Sciences, 4366 Esch-sur-Alzette, Luxembourg;1. Departamento de Gestión y Políticas Públicas, Facultad de Administración y Economía, Universidad de Santiago, Santiago de Chile, Chile;2. Facultad de Educación, Universidad Autónoma de Chile, Temuco, Chile;3. Programa de Formación Fundamental, Universidad de Talca, Talca, Chile;1. Universidad de Valencia, Valencia, Spain;2. Universidade Katyavala Bwila, Benguela, Angola;3. Universidade Agostinho Neto, Luanda, Angola;1. Department of Computer and Systems Sciences (DSV), Stockholm University, 164 07 Kista, Sweden;2. Informatics, Jönköping International Business School, P.O. Box 1025, 551 11 Jönköping, Sweden |
| |
| Abstract: | IntroductionAcademic failure and dropout are pervasive challenges at all levels of the education system. Research so far pointed out different aspects of this large phenomenon. On the one hand, some scholars have argued that social support is a key factor to foster learning and persistence. On the other hand, some other scholars have rather highlighted the role of student motivation and engagement itself in improving performance on academic tasks. In this article, we tested theoretical models that combine the two approaches in a whole process.AimsWe aimed at clarifying (1) the specific contribution of several sources of perceived social support to academic performance, and (2) the mediation role of motivation and engagement in the relationships between perceived social support and performance.MethodThe sample consisted of 226 last year university students. Structural equation modeling analyses were used to test the hypothesized associations.ResultsStructural equation modeling analysis revealed that institutional and supervisor support were associated with 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.ConclusionThe 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. |
| |
| Keywords: | Social support Motivation Engagement Achievement Master's thesis Soutien social Motivation Engagement Réussite Mémoire de fin d’études |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
