dc.contributor.author | Kristensen, Sara Madeleine Eriksen | |
dc.contributor.author | Jørgensen, Magnus | |
dc.contributor.author | Meland, Eivind | |
dc.contributor.author | Urke, Helga Bjørnøy | |
dc.date.accessioned | 2023-10-06T09:15:15Z | |
dc.date.available | 2023-10-06T09:15:15Z | |
dc.date.created | 2023-01-26T09:21:06Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 0033-3085 | |
dc.identifier.uri | https://hdl.handle.net/11250/3094766 | |
dc.description.abstract | The present study investigates how perceived support from peers, parents, and teachers influences later academic performance and if academic self-efficacy and entity intelligence beliefs mediate this association in a sample of early secondary school students. Data were collected from 750 Norwegian students in lower secondary school at two-time points (8th and 10th grade). All support variables were positively associated with academic self-efficacy but not entity intelligence beliefs. Academic self-efficacy was positively associated with GPA in 10th grade, while entity intelligence beliefs were negatively associated. The only mediation effect observed was between teacher support and GPA through academic self-efficacy. The study offers knowledge about mechanisms of support and later GPA, emphasizing the vital role of teachers in promoting academic self-efficacy and, in turn, improving academic performance for young adolescents. Entity intelligence beliefs hamper GPA, but more research is needed to ascertain its effect on academic performance. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Wiley | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | The effect of teacher, parental, and peer support on later grade point average: The mediating roles of self-beliefs | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2023 The Author(s) | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.1002/pits.22865 | |
dc.identifier.cristin | 2115285 | |
dc.source.journal | Psychology in the Schools | en_US |
dc.source.pagenumber | 2342-2359 | en_US |
dc.identifier.citation | Psychology in the Schools. 2023, 60 (7), 2342-2359. | en_US |
dc.source.volume | 60 | en_US |
dc.source.issue | 7 | en_US |