Personal and Social Resources Interplay Synergistically to Enhance Academic Motivation
https://doi.org/10.17583/ijep.2018.3017
Keywords:
Abstract
Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.
Downloads
References
Acharya, N. & Joshi, S. (2009) Influence of parents' education on achievement motivation of adolescents, Indian Journal Social Science Researches, 6 (1), 72-79.
Google Scholar CrossrefAlivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104, 241–252. http://dx.doi.org/10.1080/00220671003728062
Google Scholar CrossrefAtkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64 (6), 359-372. http://dx.doi.org/10.1037/h0043445
Google Scholar CrossrefBandura. A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191
Google Scholar CrossrefBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Google Scholar CrossrefBandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Google Scholar CrossrefBouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353-363. http://dx.doi.org/10.1080/00224545.1990.9924591.
Google Scholar CrossrefCokley, K.O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34 (2), 109-119.
Google Scholar CrossrefConnell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506. http://dx.doi.org/10.1111/j.1467-8624.1994.tb00765.x
Google Scholar CrossrefCorpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34 (2), 154-166. http://dx.doi.org/10.1016/j.cedpsych.2009.01.001
Google Scholar CrossrefDeci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Google Scholar CrossrefDeci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
Google Scholar CrossrefDeci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26 (3&4): 325-346. http://dx.doi.org/10.1080/00461520.1991.9653137
Google Scholar CrossrefDishman, R. K., Saunders, R. P., Motl, R. W., Dowda, M., & Pate, R. R. (2009). Self-Efficacy moderates the relation between declines in physical activity and perceived social support in high school girls. Journal of Pediatric Psychology, 34(4) , 441–451. http://dx.doi.org/10.1093/jpepsy/jsn100
Google Scholar CrossrefEccles, J. S., & Roeser, R. W. (2003). Schools as developmental contexts. In G. Adams (Ed.), Handbook of Adolescence (pp. 129-148). Oxford, UK: Blackwell press.
Google Scholar CrossrefFairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30 (3), 331–358. http://dx.doi.org/10.1016/j.cedpsych.2004.11.001
Google Scholar CrossrefFurman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development ,63 (1), 103-115. http://dx.doi.org/10.1111/j.1467-8624.1992.tb03599.x
Google Scholar CrossrefGoodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13 (1), 21-43. http://dx.doi.org/10.1177/0272431693013001002
Google Scholar CrossrefGore Jr. P. A. (2006). Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies. Journal of Career Assessment, 14 (1), 92-115. http://dx.doi.org/10.1177/1069072705281367
Google Scholar CrossrefGraham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.). Handbook of educational psychology (pp. 63-84). New York: Simon & Schuster Macmillan.
Google Scholar CrossrefHarter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J.Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). New York: Cambridge University Press.s
Google Scholar CrossrefJiang, Y., Bong, M,, & Kim, S. I. (2015). Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. Learning and Individual Differences, 40, 41-54. http://dx.doi.org/10.1016/j.lindif.2015.04.012
Google Scholar CrossrefJuvonen, J., & Wentzel, K. R. (1996). Social motivation: Understanding children's school adjustment. New York: Cambridge University Press.
Google Scholar CrossrefKaplan, A., & Maehr, M. L. (2002). Adolescents’ achievement goals: Situating motivation in sociocultural contexts. In F. Pajares, & T. Urdan (Eds.), Academic Motivation of Adolescents. USA: Age Publishing Inc.
Google Scholar CrossrefKaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Education Psychological Review, 19, 141-184. http://dx.doi.org/10.1007/s10648-006-9012-5
Google Scholar CrossrefLent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33, 265-269. http://dx.doi.org/10.1037/0022-0167.33.3.265
Google Scholar CrossrefLeim, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81, 183-206· http://dx.doi.org/10.1111/j.2044-8279.2010.02013.x.
Google Scholar CrossrefMachado, C., Almeida, l. S., & Soares, A. P. C. (2002). Academic experience at the beginning and the end of university studies. European Journal of Education, 37 (4), 387-394. http://dx.doi.org/10.1111/1467-3435.00117.
Google Scholar CrossrefMarjoribanks, K. (1985). Ecological correlates of adolescents' aspirations: Gender-related differences. Contemporary Educational Psychology, 10, 329-341. http://dx.doi.org/10.1016/0361-476X(85)90030-X
Google Scholar CrossrefMaslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4): 370-396. http://dx.doi.org/10.1037/h0054346
Google Scholar CrossrefMattanah, J. F., Brooks, L. J., Brand, B. L., Quimby, J. L., & Ayers, J. F. (2012). A social support intervention and academic achievement in college: Does perceived loneliness mediate the relationship? Journal of College Counseling, 15 (1), 22-36. http://dx.doi.org/10.1002/j.2161-1882.2012.00003.x
Google Scholar CrossrefMcClelland, D. C. (1987). Human Motivation. USA: Cambridge University Press.
Google Scholar CrossrefMeece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44 (5), 351−373. http://dx.doi.org/10.1016/j.jsp.2006.04.004
Google Scholar CrossrefOmmundsen, Y., Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49, 461–474. http://dx.doi.org/10.1080/00313830500267838
Google Scholar CrossrefOtis, N., Grouzet, F. E., Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97(2), 170-183. http://dx.doi.org/10.1037/0022-0663.97.2.170
Google Scholar CrossrefPhelan, P., Davidson, A. L., & Cao, H. T. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology and Education Quarterly, 22, 224-250. http://dx.doi.org/10.1525/aeq.1991.22.3.05x1051k
Google Scholar CrossrefPierce, G. R., Sarason, I. G., & Sarason, B. R. (1991). General and relationship-based perceptions of social support: Are two constructs better than one? Journal of Personality and Social Psychology, 61(6), 1028–1039. http://dx.doi.org/10.1037/0022-3514.61.6.1028.
Google Scholar CrossrefPintrich, P. R., & Schunk, D. H. (1995). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
Google Scholar CrossrefRichard, A. R. & David L. W. (1967). Parental encouragement, occupation, education, and family size: Artifactual or independent determinants of Adolescent educational expectations. Social Forces, 45 (3), 362-374. http://dx.doi.org/10.1093/sf/45.3.362
Google Scholar CrossrefRyan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions”. Contemporary Educational Psychology, 25: 54–67. http://dx.doi.org/10.1006/ceps.1999.1020
Google Scholar CrossrefSchunk, D. H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57(2), 149- 174. http://dx.doi.org/10.3102/00346543057002149
Google Scholar CrossrefSchunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26 (3-4), 207-231. http://dx.doi.org/10.1080/00461520.1991.9653133
Google Scholar CrossrefSchwarzer, R. (Ed.) (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere.
Google Scholar CrossrefSchwarzer, R., Born, A., Iwawaki, S., Lee, Y.-M., Saito, E., & Yue, X. (1997). The assessment of optimistic self-beliefs: Comparison of the Chinese, Indonesian, Japanese and Korean versions of the General Self-Efficacy Scale. Psychologia: An International Journal of Psychology in the Orient, 40 (1), 1-13.
Google Scholar CrossrefSchwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
Google Scholar CrossrefShekhar, C., & Devi, R. (2012). Achievement motivation across gender and different academic majors. Journal of Educational and Developmental Psychology, 2(2). 105-109. http://dx.doi.org/10.5539/jedp.v2n2p105
Google Scholar CrossrefThompson, S. M. (1996). Peer mediation: A peaceful solution. School Counselor, 44 (2), 151–154.
Google Scholar CrossrefUnited Nations Development Programme. (2013). Human Developmnet report, 2013: The Rise of the South: Human Progress in a Diverse World. New York, NY. Retrieved from http://hdr.undp.org/sites/default/files/reports/14/hdr2013_en_complete.pdf
Google Scholar CrossrefÜnal-Karagüven, M. H. (2015). Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety. Journal of Education and Training Studies,3 (3), 1-12. http://dx.doi.org/10.11114/jets.v3i3.648
Google Scholar CrossrefVallerand, R. J. (2000). Deci and Ryan's self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 11, 312–318.
Google Scholar CrossrefVallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60(3), 599–620. http://dx.doi.org/0.1111/j.1467-6494.1992.tb00922.x.
Google Scholar CrossrefVallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52 (4), 1003-1017. http://dx.doi.org/10.1177/0013164492052004025
Google Scholar CrossrefVallerand, R.J., Pelletier, L.G., Blais, M.R, Brière, N.M., Senécal, C., & Vallières, E.F. (1993). On the assessment of intrinsic, extrinsic and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159-172. http://dx.doi.org/10.1177/0013164493053001018
Google Scholar CrossrefVatankhah, M., & Tanbakooei, N. (2014).The Role of Social Support on Intrinsic and Extrinsic Motivation among Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 98, 1912–1918. Proceedings of the International Conference on Current Trends in ELT http://dx.doi.org/10.1016/j.sbspro.2014.03.622
Google Scholar CrossrefWarner, L. M., Ziegelmann, J. P., Schuz, B., Wurm, S., & Schwarzer, R. (2011). Synergistic Effect of Social Support and Self-Efficacy on Physical Exercise in Older Adults. Journal of Aging and Physical Activity, 19 (3), 249-261.
Google Scholar CrossrefWassef, A., Masson, G., Collins, M. L., Vanhaalen, J., & Ingham, D. (1998). Effectiveness of one-year participation in school-based volunteer-facilitated peer support groups. Adolescence, 33 (129), 91–97.
Google Scholar CrossrefWeiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548-573. http://dx.doi.org/10.1037/0033-295X.92.4.548.
Google Scholar CrossrefWeiner, B. (1992). Human Motivation: Metaphors, Theories, and Research. USA: Sage Publication.
Google Scholar CrossrefWentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86 (2), 173-182. http://dx.doi.org/10.1037/0022-0663.86.2.173
Google Scholar CrossrefWentzel, K. R. (1998). Social Relationships and Motivation in Middle School: The Role of Parents, Teachers, and Peers. Journal of Educational Psychology, 90 (2), 202-209. http://dx.doi.org/10.1037/0022-0663.90.2.202
Google Scholar CrossrefWentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 279–296). New York: Guilford Press.
Google Scholar CrossrefWentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35 (3), 193–202, http://dx.doi.org/10.1016/j.cedpsych.2010.03.002
Google Scholar CrossrefYouniss, J., & Smollar, J. (1985). Adolescent relations with mothers, fathers, and friends. Chicago: University of Chicago Press.
Google Scholar CrossrefYousefi, F., Redzuan, M., Bte, M., Juhari, R. B., & Talib, M. A. (2010). The effects of family income on test-anxiety and academic achievement among Iranian high school students, Asian Social Science, 6 (6), 89-93. http://dx.doi.org/10.5539/ass.v6n6p89
Google Scholar CrossrefZimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52 (1), 30-41. http://dx.doi.org/10.1207/s15327752jpa5201_2
Google Scholar CrossrefZimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). New York: Routledge.
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.