Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender

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Bofah , E A & Hannula , M S 2019 , Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender . in M S Hannula , G C Leder , F Morselli , M Vollstedt & Q Zhang (eds) , Affect and Mathematics Education : Fresh Perspectives on Motivation, Engagement, and Identity . ICME-13 Monographs , Springer , Cham , pp. 107-136 . https://doi.org/10.1007/978-3-030-13761-8_6

Title: Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender
Author: Bofah, Emmanuel Adu-tutu; Hannula, Markku S.
Other contributor: Hannula, Markku S.
Leder, Gilah C.
Morselli, Francesca
Vollstedt, Maike
Zhang, Qiaoping
Contributor organization: Maker@STEAM
Department of Education
Mobile gaze tracking of social interaction
Publisher: Springer
Date: 2019
Language: eng
Number of pages: 30
Belongs to series: Affect and Mathematics Education
Belongs to series: ICME-13 Monographs
ISBN: 978-3-030-13760-1
978-3-030-13761-8
ISSN: 2520-8322
DOI: https://doi.org/10.1007/978-3-030-13761-8_6
URI: http://hdl.handle.net/10138/312206
Abstract: Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”.
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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