Does Everyone Benefit Equally From Self-Efficacy Beliefs? The Moderating Role of Perceived Social Support on Motivation

Bibliographic Data

ID11672002
AuthorsSabahat Cigdem Bagci (0000-0003-1642-2067, Isik University, Şile, Turkey, corresponding author)
Year2016
Volume38
Issue2
Pages204-219
Publication date2016-08-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431616665213
OpenAlexW2518458981
LanguageEN
Citations received13
References cited39

This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey ( N = 319, [Formula: see text] age = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation

Developmental psychology · Family support · Peer support · Self-efficacy · Social support · Clinical Psychology · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology

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