The effect of teacher, parental, and peer support on later grade point average
The mediating roles of self‐beliefs
Bibliographic Data
| ID | 21376643 |
|---|---|
| Authors | Sara Madeleine Kristensen (0000-0003-4239-4696, Department of Health Promotion and Development University of Bergen Bergen Norway, corresponding author), Magnus Jørgensen (0000-0001-5755-2058, Department of Health Promotion and Development University of Bergen Bergen Norway), Eivind Meland (0000-0001-9161-1680, Department of Global Public Health and Primary Care University of Bergen Bergen Norway), Helga Bjørnøy Urke (0000-0001-9187-2776, Department of Health Promotion and Development University of Bergen Bergen Norway) |
| Year | 2023 |
| Volume | 60 |
| Issue | 7 |
| Pages | 2342-2359 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22865 |
| OpenAlex | W4318016603 |
| Language | EN |
| Citations received | 2 |
| References cited | 89 |
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
Academic achievement · Association (psychology) · Developmental psychology · Mediation · Norwegian · Peer support · Self-efficacy · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |