Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students.

IF 3.1 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Hanna Gaspard, Cora Parrisius, Luise von Keyserlingk, Charlott Rubach, Katsumi Yamaguchi-Pedroza, Hye Rin Lee, Marion Spengler, Christian Fischer, Jutta Heckhausen, Jacquelynne S Eccles
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Abstract

Background: Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.

Aims: We examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task values in their most difficult and most important course.

Sample: Data stemmed from two cohorts of undergraduate students (n = 320/417 in Fall 2019/2020) at a diverse Southern Californian university.

Methods: Students reported on their confidence in getting support and their expectancies and subjective task values at the beginning, in the middle and (only for motivation) at the end of the academic term.

Results: Results indicated no differences in confidence in getting support based on university generation or transfer student status. Cross-lagged panel models provided some evidence for reciprocal associations between students' confidence in getting support and their expectancies and subjective task values. Findings were similar across the Fall 2019 and Fall 2020 cohorts, providing support for the generalizability across in-person vs. remote learning settings. Longitudinal associations tended to be stronger for first-generation and transfer students.

Conclusions: Future research should, therefore, examine whether university programmes targeting social support are especially effective for disadvantaged students.

获得社会支持的信心与学业预期和主观任务价值之间存在相互关联:对第一代学生和转校生的影响更大。
背景:社会支持被认为在大学学习动机中起着关键作用,特别是对于弱势学生,如第一代和社区大学转校生。然而,调查社会支持和动机之间相互关系的纵向研究是缺乏的。目的:我们研究了在最困难和最重要的课程中,获得教师和同伴支持的信心与学生的期望和主观任务价值之间的关系。样本:数据来自南加州一所多元化大学的两组本科生(n = 320/417, 2019/2020秋季)。方法:学生在学期开始、中期和学期结束时(仅用于激励)报告了他们对获得支持的信心、期望和主观任务值。结果:结果显示,大学生在获得支持的信心上与转校生没有差异。交叉滞后面板模型为学生获得支持的信心与其期望和主观任务值之间的相互关联提供了一些证据。2019年秋季和2020年秋季的研究结果相似,为面对面和远程学习环境的普遍性提供了支持。在第一代和转校生中,纵向关联更强。结论:因此,未来的研究应该检查以社会支持为目标的大学课程是否对弱势学生特别有效。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.70
自引率
2.70%
发文量
82
期刊介绍: The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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