Social supports from teachers and peers as predictors of academic and social motivation

By K. Wentzel, Ann Battle, Shannon L. Russell, Lisa Looney. 2010

733 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2d53168ee7fa5e8357426cbba518b3fa1830ecfd

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In Social Psychology

Citations in the corpus

Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, background): “Though there are many studies that have examined the role of socialising agents as sources of significant influence on achievement (Danielsen et al. 2010; Shen et al. 2014; Wentzel et al. 2010), as well as the role of student engagement as a mediating factor (Chen 2005;”
Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses (2013, background): “An inspection of the measures of emotional support in the research literature reveals that the construct has almost entirely been measured as students’ general perception of the teachers as warm and friendly (e.g., De Wit, Karioja, Rye, & Shain, 2011; Wentzel et al., 2010).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Peer emotional support, including providing emotional support and security (Wentzel et al., 2010), is associated with positive academic and social outcomes (Patrick et al.”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “…research, in which a positive school-community perception of students is strongly predictive of their sense of school belonging (Birch & Ladd, 1998; Bruce & Crump, 2003; Corso et al., 2013; Cox, Duncheon, & Mc David, 2009; Murray & Greenberg, 2000; Waters et al., 2010; Wentzel et al., 2010).”
Classroom environment, achievement goals and maths performance: gender differences (2013, methodology): “Contrary with the studies highlighting the positive influences of peers support (Crosnoe et al. 2008; Wentzel et al. 2010), our data indicated no effect of peers on maths achievement.”