Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: The mediating role of academic engagement

Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: The mediating role of academic engagement

• Chen, Jennifer Jun Li Kean University

Genetic Social and General Psychology Monographs, 131(2), 77-127, 2005

Routledge

2005

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展

Parent-Teacher Relationships School Principals Education -- Research Academic Achievement Education, Secondary Self-Perception Hong Kong Secondary Students Parental Support Peer Support Teacher Support

• Hong Kong

• 1997.7 onwards

• 中學教育

The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14–20 years) from 3 grade levels (Forms 3–5, equivalent to Grades 9–11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement.
[Copyright of Genetic Social and General Psychology Monographs is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/MONO.131.2.77-127 ]

• 英文

期刊論文

• 87567547

• 10.3200/MONO.131.2.77-127

https://bibliography.lib.eduhk.hk/tc/bibs/01f0cd4a

2010-09-27