Social influences on students’ academic engagement and science achievement

Fraide A. GANOTICE JR., Ronnel Bornasal KING

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N = 1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed. Copyright © 2013 National Academy of Psychology (NAOP) India.

Original languageEnglish
Pages (from-to)30-35
JournalPsychological Studies
Volume59
Issue number1
Early online date26 Oct 2013
DOIs
Publication statusPublished - Mar 2014

Citation

Ganotice, F. A., Jr., & King, R. B. (2014). Social influences on students’ academic engagement and science achievement. Psychological Studies, 59(1), 30–35. doi: 10.1007/s12646-013-0215-9

Keywords

  • Social support
  • Parent support
  • Teacher support
  • Peer support
  • Academic engagement

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