Primary school students’ perceived social support in relation to study engagement

Show full item record



Permalink

http://hdl.handle.net/10138/335625

Citation

Rautanen , P , Soini , T , Pietarinen , J & Pyhältö , K 2021 , ' Primary school students’ perceived social support in relation to study engagement ' , European Journal of Psychology of Education , vol. 36 , no. 3 , pp. 653-672 . https://doi.org/10.1007/s10212-020-00492-3

Title: Primary school students’ perceived social support in relation to study engagement
Author: Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Other contributor: University of Helsinki, The Centre for University Teaching and Learning (HYPE)

Date: 2021-09
Language: eng
Number of pages: 20
Belongs to series: European Journal of Psychology of Education
ISSN: 0256-2928
DOI: https://doi.org/10.1007/s10212-020-00492-3
URI: http://hdl.handle.net/10138/335625
Abstract: The aim of this research was to study the dynamics of fourth graders' perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was hypothesised to be associated with social support for schoolwork among peers. Differences between genders were studied in relation to perceived social support and study engagement. Structural equation modelling was used to test the hypotheses with cross-sectional survey data from 2400 fourth grade students from Finland. They were 10 years of age on average. The results indicate that social support from teachers and among peers has stronger effects on study engagement compared to support from guardians. Moreover, it was found that social support from teachers and guardians is associated with the social support that students share among their peers. Girls were found to be more engaged in studying and to experience more social support from teachers and among peers compared to boys. The perceived social support from teachers was found to be partly determined by the class group to which the student belongs. These results suggest that by providing emotional and informational support for their students, teachers might be able to promote students' study engagement, as well as such peer interaction that further enhances the students' study engagement.
Subject: ACADEMIC ENGAGEMENT
ACHIEVEMENT
BURNOUT
CLASSROOM
EMOTIONAL ENGAGEMENT
GOAL STRUCTURES
Gender differences
JOB DEMANDS
PARENT GOALS
POSITIVE EMOTIONS
RESOURCES
SEM modelling
Social support
Study engagement
516 Educational sciences
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
Rautanen2021_Ar ... choolStudentsPerceived.pdf 653.0Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record