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• W2161569591 abstract "Adolescents' supportive relationships with parents, teachers, and peers were examined in relation to motivation at school (school- and class-related interest, academic goal orientations, and social goal pursuit). On the basis of 167 sixth-grade students, relations of perceived support from parents, teachers, and peers to student motivation differed depending on the source of support and motivational outcome: Peer support was a positive predictor of prosocial goal pursuit, teacher support was a positive predictor of both types of interest and of social responsibility goal pursuit, and parent support was a positive predictor of school-related interest and goal orientations. Perceived support from parents and peers also was related to interest in school indirectly by way of negative relations with emotional distress. Pursuit of social responsibility goals and school- and class-related interest in 6th grade partly explained positive relations between social support in 6th grade and classroom grades 1 year later. Continued research on the social origins of classroom motivation in early adolescence is needed. For most students, early adolescence is a time of change and transition. With respect to interpersonal relationships and social adjustment, these changes reflect a growing psychological and emotional independence from adults and a corresponding dependence on peer relationships to establish and maintain positive perceptions of the self (Steinberg, 1990; Youniss & Smollar, 1985). Often confounding these general developmental challenges is a transition to a new school environment, which tends to be marked by adolescents' perceptions that teachers no longer care about them, and decreased opportunities to establish meaningful relationships with peers (Eccles & Midgley, 1989). Therefore, young adolescents often must negotiate and establish relationships with adults and peers under less than optimal conditions. A particular concern is that young adolescents who do not enjoy positive, supportive relationships with adults and peers are often at risk for academic problems (e.g., Goodenow, 1993; Midgley, Feldlaufer, & Eccles, 1989; Phelan, Davidson, & Cao, 1991). In the present study, I examined specific ways in which supportive relationships with parents, teachers, and peers are related to young adolescents' motivation at school and to academic performance." @default.
• W2161569591 created "2016-06-24" @default.
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• W2161569591 date "1998-06-01" @default.
• W2161569591 modified "2023-10-16" @default.
• W2161569591 title "Social relationships and motivation in middle school: The role of parents, teachers, and peers." @default.
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• W2161569591 doi "https://doi.org/10.1037/0022-0663.90.2.202" @default.
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