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- Publisher Website: 10.1007/s12646-013-0215-9
- Scopus: eid_2-s2.0-84937887562
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Article: Social Influences on Students’ Academic Engagement and Science Achievement
| Title | Social Influences on Students’ Academic Engagement and Science Achievement |
|---|---|
| Authors | |
| Keywords | Teacher support Academic engagement Parent support Social support Peer support |
| Issue Date | 2014 |
| Citation | Psychological Studies, 2014, v. 59, n. 1, p. 30-35 How to Cite? |
| Abstract | The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N = 1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed. |
| Persistent Identifier | http://hdl.handle.net/10722/299522 |
| ISSN | 2020 SCImago Journal Rankings: 0.216 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Ganotice, Fraide A. | - |
| dc.contributor.author | King, Ronnel B. | - |
| dc.date.accessioned | 2021-05-21T03:34:35Z | - |
| dc.date.available | 2021-05-21T03:34:35Z | - |
| dc.date.issued | 2014 | - |
| dc.identifier.citation | Psychological Studies, 2014, v. 59, n. 1, p. 30-35 | - |
| dc.identifier.issn | 0033-2968 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/299522 | - |
| dc.description.abstract | The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N = 1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Psychological Studies | - |
| dc.subject | Teacher support | - |
| dc.subject | Academic engagement | - |
| dc.subject | Parent support | - |
| dc.subject | Social support | - |
| dc.subject | Peer support | - |
| dc.title | Social Influences on Students’ Academic Engagement and Science Achievement | - |
| dc.type | Article | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.doi | 10.1007/s12646-013-0215-9 | - |
| dc.identifier.scopus | eid_2-s2.0-84937887562 | - |
| dc.identifier.volume | 59 | - |
| dc.identifier.issue | 1 | - |
| dc.identifier.spage | 30 | - |
| dc.identifier.epage | 35 | - |
| dc.identifier.eissn | 0974-9861 | - |