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We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n ϭ 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain; teacher and parent variables were significant predictors of academic outcomes, and peer variables were significant predictors of social behavior. Examination of moderation effects indicated that expectations of adults and peers are related to outcomes more strongly as a function of perceived emotional support. However, moderating effects for academic outcomes were found for higher levels of adult emotional support, whereas effects for behavioral outcomes were found for lower levels of peer emotional support. The differential contribution of adult and peer emotional support to school outcomes is discussed.

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Young Mexican American adolescents' perceptions of socially derived goals of teachers and peers were examined as predictors of their pursuit of social goals (to be prosocial and responsible) and academic goals (to learn and to perform well), while controlling for perceived parental goals. The role of perceived emotional caring in mediating relations between socially derived goals and goal pursuit also was examined. Results of multiple regression analyses indicated that social and academic expectations from peers were the most consistent positive predictors of students' social and academic goals; findings indicated significant relations within‐domain (e.g. social expectations predicted social goal pursuit) as well as across‐domain (e.g. social expectations predicted academic goal pursuit). Mediating effects were also found such that perceived caring from teachers and peers partly explained relations between socially derived goals and students' academic and social goal pursuits.

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