100
Views
1
CrossRef citations to date
0
Altmetric
Articles

A Study on Social Support and Motivation

, , &

References

  • Altun S 2005. Ogrencilerin Oz Duzenlem eye Dayali Ogrenme Stratejilerinin ye Oz Yeterlik Algilarinin Ogrenme Stilleri ye Cinsiyete Gore Matematik Basarisini Yordama Gucu. PhD Thesis, Unpuplished. Istanbul: Yildiz Teknik Universitesi.
  • Akinsanya 00, Ajayi KO, Salomi MO 2014. Relative effects of parents’ occupation, qualification and Academic motivation of wards on students’ Achievement in senior secondary school mathematics in Ogun State. Journal of Education and Practice, 5 (22): 99-105.
  • Anderman LH, Anderman EM 1999. Social predictors of changes in students’ achievement goal Orientations. Contemporary Educational Psychology, 25: 21–37 .
  • Atnafu M 2012. Motivation, social support, alienation from the school and their impact on students’ achievement in Mathematics: The case of tenth grade students. The Ethiopian Journal of Education and Science, 8 (1): 53–74.
  • Bakker A, Demerouti E, Schaufeli W 2003. Dual Processes at work in a call center: An application of the job demandsresources model. European Journal of Work and Organizational Psychology, 12 (4): 393–417.
  • Birch S, Ladd GW 1998. Children’s interpersonal Behaviors and the teacher-child relationship. Developmental Psychology, 34: 934–946.
  • Bomia L, Beluzo L, Demeester D, Elander K, Johnson M, Sheldon B 1997. The Impact of Teaching Strategies on Intrinsic Motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
  • Boyle A, Grap MJ, Younger J, Thomby D 1991. personality hardiness, ways of coping, social support and burnout in critical care nurses. Journal of Advanced Nursing, 16 (7): 850–857.
  • Brophy J 2004. Motivating Students to Learn. 2nd Edition. Mahwah, NJ: Lawrence Erlbaum.
  • Chen WW 2015. The relations between perceived parenting styles and academic achievement in Hong Kong:The mediating role of students’ goal orientations. Learning and Individual Differences, 37: 48–54 .
  • Cole DE, Protinsky HO, Cross LH 1992. An empirical investigation of adolescent suicidal ideation. Adolescence, 27: 813–818.
  • Crone I, MacKay K 2007. Motivating today’s college students. Association of American Colleges and Universities Peer Review, 9 (1): 18–21.
  • Deci EL 1971. Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18: 105–115.
  • Deci EL, Vallerand RJ, Pelletier LG, Ryan RM 1991. Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4): 325–346.
  • Deci EL, Koestner R, Ryan RM 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. PsychoLogical Bulletin, 125 (6): 627–668.
  • Deci EL, Ryan RM 1994. Promoting self-determinated education. Scandinavian Journal of Educational Research, 38: 3–14.
  • Delgado M, Atuesta N, Aguirre S, Jiménez A, Gutiérrez JA, Ramirez C, Jaramillo C 2014. Developing Teaching-Learning Strategies to Improve Students’ Understanding, Autonomy and Motivation. Paper presented in 7th International Conference of Education, Research and Innovation in Seville, Spain, November 17 to 19, 2014.
  • Demerouti E, Bakker AB, Nachreiner F, Schaufeli WB 2001. The job demandsresources model of burnout. Journal of Applied Psychology, 86 (3): 499–512.
  • Eker D, Arkar H 1995. Cok boyutlu algilanan sosyal destek olcegi’nin faktor yapisi, gecerlik ve guvenirligi. Turk Psikoloji Dergisi, 10 (34): 45–55.
  • Eldeliklioglu J 2008. Gender, romantic relationships, internet use, perceived social support and social skills as the predictors of loneliness. Eurasian Journal of Educational Research, 33: 127–140.
  • Ersoy-Kart M, Guldu 0 2008. Self-determination scale: The adaptation study. Ankara University Journal of Faculty of Educational Sciences, 41 (2): 187-207.
  • Forehand R, Biggar H, Kotchick BA 1998. Cumulative risk across family stressors: Short-and long-term effects for adolescents. Journal of Abnormal Child Psychology, 26 (2): 119–128.
  • Garavandi AH, Damir H, Kar RZ 2015. Study the simple and multiple relationship between social Support, job motivation and job satisfaction among high-school female teachers in Baghmalek city. Visi Journal Akademik, 8: 64–67.
  • Gottfried EA, Fleming SJ, Gottfried WA 1994. Role of parental motivational practices in children’s Academic intrinsic motivation and achievement. Journal of Educational Psychology, 86 (1): 104–113.
  • Greene BA, Miller RB, Crowson, HM, Duke BL, Akey KL 2004. Predicting high school students’ Cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29: 462–482.
  • High AC, Scharp KM 2015. Examining family Communication patterns and seeking social support direct and indirect effects through ability and motivation. Human Communication Research. doi: 10.1111/hcre.12061
  • Hoffman MA, Ushpiz V, Levy-Shiff R 1988. Social support and self-esteem in adolescence. Journal of Youth and Adolescence, 17 (4): 307–316.
  • Holahan CJ, Valentiner DP, Moos RH 1995. Parental support, coping strategies, and psychological Adjustment: An integrative model with late adolescents. Journal of Youth and Adolescence, 24 (6): 633–648.
  • Jennings KD, Stagg V, Connors RE 1991. Social networks and mothers’ interactions with their preschool children. Child Development, 62 (5): 966–978.
  • Jiang Y, Bong M, Kim SI 2015. Conformity of Korean adolescents in their perceptions of social Relationships and academic motivation. Learning and Individual Differences, 40: 41–54.
  • Juvonen J, Wentzel KR 1996. Social Motivation: Understanding Children’s School Adjustment. New York: Cambridge University Press.
  • Kim E 2002. The relationship between parental Involvement and children’s educational achievement in the Korean immigrant family. Journal of comparative Family Studies, 33 (4): 529–540.
  • Kressler H 2003. Motivate and Reward: Performance Appraisal and Incentive System for Business Success. New York: Palgrave Macmillan.
  • Kutsal D, Bilge F 2012. A study on the burnout and social support levels of high school students. Education and Science, 37 (164): 283–297.
  • Levy S, Campbell H 2008. Student motivation: Premise, effective practice and policy. Australian Journal of Teacher Education, 33 (5): 14–28.
  • Malecki CK, Demaray MK 2006. Social support as a buffer in the relationship between socio-economic status and academic performance. School Psychology Quarterly, 21: 375–395.
  • Mata ML, Monteiro V, Peixoto F 2012. Attitudes Towards mathematics: Effects of individual, Motivational, and social support factors. Child Development Research, 1: 1–10.
  • Mega C, Ronconi L, De Beni R 2014. What makes a good student? How emotions, self-regulated Learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106 (1): 121–131.
  • Muller FH, Palekcic M 2005. Continuity of Motivation in higher education: A three-year follow-up study. Review of Psychology, 12 (1): 31–43.
  • Paul H, Sriram S, Subalukshmi S, Mala V 2015. Resilience, academic motivation and social support among college students. Indian Journal of Positive Psychology, 6 (1): 106–110.
  • Perry NE, Brenner C, Collie RJ, Hofer G 2015. Thriving on challenge: Examining one teacher’s view on sources of support for motivation and well-being. Exceptionality Education International, 25 (1): 6–34.
  • Pierce GR, Sarason IG, Sarason BR 1991. General and relationship-based perceptions of social support: Are two constructs better than one? Journal of personality and Social Psychology, 61: 1028–1039.
  • Pintrich PR, Schunk DH, Meece LJ 2008. Motivation in Education: Theory, Research, and Applications. 3rd Edition. Merill: Prentice Hall.
  • Pintrich PR, Smith DAF, Garcia T, McKeachie WJ 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: Michigan.
  • Randhawa BS, Gupta A 2000. Cross-national gender Differences in mathematics achievement, attitude, and self-efficacy within a common intrinsic structure. Canadian Journal of School Psychology, 15 (2): 51–66.
  • Ryan RM, Deci EL 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68–78.
  • Sarason IG, Pierce G, Sarason, BR 1990. Social support and interactional process: A triadic hypothesis. Journal of Social and Personal Relationships, 7: 495–506.
  • Sarason RI, Sarason BR, Pierce GR 1995. Social and personal relationships: Current issues, future Directions. Journal of Social and Personal Relationships, 12: 613–619.
  • Unger DG, McClcod LE, Brown MB, Tressell PA 2000. The role of family support in interparental conflict and adolescent academic achievement. Journal of Child and Family Studies, 9 (2): 191–202.
  • Uzman E 2004. Identity status of university students with different levels of social support. Eurasian Journal of Educational Research, 15: 110–121.
  • Vieno A, Santinello M, Pastore M, Perkins DD 2007. Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 39: 177–190.
  • Wentzel KR 1998. Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90 (2): 202–209.
  • Wigfield A, Eccles JS, Fredricks JA, Simpkins S, Roeser RW, Schiefele 2015. Development of achievement motivation and engagement. In: Richard M Lerner, Michael E Lamb (Eds.): Handbook of Child Psychology and Developmental Science. New Jersey: John Wiley Sons, pp. 657-700.
  • Yildirim I 2007. Depression, test anxiety and social support among Turkish students preparing for the university entrance examination. Eurasian Journal of Educational Research, 29: 171–184.
  • Zimet GD, Dahlem NW, Zimet SG, Farley GK 1988. The multi-dimensional scale of perceived social Support. Journal of Personality Assessment, 52 (1): 30–41.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.