Adolescents’ perceptions of contextual factors: Links with intrinsic motivation and academic achievement

Diaconu‐Gherasim, Loredana R.; Brumariu, Laura E.; Hurley, Joanna G.

doi:10.1007/s12144-020-01076-6

Cited by 8 publications

(6 citation statements)

References 59 publications

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“…Traditionally, the PISA measure of SES is a weighted average of three indices, namely, parental educational attainment (in years), parental occupational status on the “International Socio-Economic Index” (ISEI) scale ( Ganzeboom, 2010 ), and a measure of “household possessions.” The study supported that parental breakfast consumption, family monitoring, and family meal frequency were positively correlated with breakfast consumption or healthy food choice in children or adolescents ( Keski-Rahkonen et al, 2003 ; Videon and Manning, 2003 ; Larson et al, 2007 ; Moore and Harré, 2007 ). Research has shown that family factors (e.g., education of father, education of mother, occupation of father, occupation of mother, family type, and monthly household income) could exert positive influences on breakfast consumption ( Diaconu-Gherasim et al, 2020 ). Other studies have also pointed out that children of low SES are more likely to skip breakfast ( O’Dea and Peter, 2001 ; Delva et al, 2006 ; Utter et al, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

Breakfast Consumption and Academic Achievement Among Chinese Adolescents: A Moderated Mediation Model

2021

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The studies have shown that a healthy lifestyle has a significant impact on the academic achievement of adolescents. Behavior of breakfast eating is considered a hallmark of dietary patterns and an important component of a healthy lifestyle. The prior study explained that students had a lower level of achievement motivation at school because they were exposed to some militating factors in their families such as absenteeism, ill health, malnutrition, and hunger. This study examined the mediating role of achievement motivation and moderating role of socioeconomic status (SES) in the association between breakfast consumption and academic achievement. This study used a sample of 15-year-old Chinese students who participated in Program for International Student Assessment (PISA) 2015. In terms of gender, female students accounted for 47.2% and male students accounted for 52.8%. The results showed that (1) breakfast consumption had a positive predictive effect on academic achievement; (2) achievement motivation played a partial mediating role in the relationship between breakfast consumption and academic achievement; and (3) the direct and indirect effects were moderated by the SES of students, which meant that the effect of breakfast consumption on achievement motivation can differ depending on the SES of students. Besides, both the effects were stronger for individuals with higher SES. The conclusion of this study has an important theoretical value and reference value to guide the Chinese parents and Chinese adolescents to pay more attention to breakfast consumption and healthy lifestyles.

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Section: Introductionmentioning

confidence: 99%

Breakfast Consumption and Academic Achievement Among Chinese Adolescents: A Moderated Mediation Model

2021

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“…Both the self-determination (Ryan & Deci, 2017) and expectancy-value theories (Wigfield et al, 2015) emphasize the importance of social context (i.e., parents and teachers) in explaining adolescents' differences in terms of intrinsic motivation and achievement. Diaconu-Gherasim et al (2020) found that adolescents who experience lower parental rejection and greater teacher support show greater mastery goals and perceived higher competence, which are associated with intrinsic motivation. However, to our best knowledge, few studies have considered youth personal and ecological assets as a whole and examined how youth with different profiles of personal and ecological assets differ in motivation.…”

Section: Main Findings and Explanationsmentioning

confidence: 95%

Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Zhu

Burrow

2022

Curr Psychol

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While opportunities for adolescents to drive their own learning are increasing, differences in motivations for and engagement in these opportunities are rarely investigated. The current study employed a sample of adolescents ( N = 580, M age = 16.53) enrolled in GripTape , a 10-week self-driven learning program in which youth pursue topics of their choosing. Cluster analysis classified adolescents based on their personal (e.g., resilience, competence) and ecological (e.g., adult support, safe environments) assets, resulting in two distinguishable groups. A High Asset group scored more favorably on these indicators than a Lower Asset group. Between-cluster comparisons revealed that compared to the Lower Asset group, the High Asset group reported greater levels of motivation for self-driven learning (i.e., intrinsic, extrinsic, and competence demonstration), but not engagement (i.e., positive learning experience, commitment to learning topics and activities). Subsequent tests showed that extrinsic motivation and competence demonstration negatively correlates with youth commitment to learning topics and activities. These findings enrich the literature concerning adolescents’ motivations for and engagement in self-driven learning, and how to support youth self-driven learning. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-021-02412-0.

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“…Individual self-efficacy beliefs are influenced by the social context, such as different forms of social persuasion and vicarious experiences (e.g., support from parents) ( Schunk and Usher, 2019 ). It has been reported that students’ perceived support from parents and teachers is positively associated with their perceptions of competence and that such self-efficacy beliefs serve as explanatory mechanisms for achievement ( Diaconu-Gherasim et al, 2020 ).…”

Section: Self-efficacy Beliefs and Reading Proficiencymentioning

confidence: 99%

Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective

Chen

2021

Front. Psychol.

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Parental support is essential to children’s motivation and academic functioning. However, few studies have investigated the pathways linking perceived parental support to children’s achievement in reading during adolescence. This study aims to fill this gap by systematically investigating the relationships among perceived support from parents, adolescents’ motivational beliefs, and reading proficiency based on Bandura’s social cognitive theory. A range of motivational processes are explored, including self-efficacy, goals, and values. Using the China sample from the Programme for International Student Assessment (PISA) 2018, which includes 12,058 adolescents from 361 schools, this study proposed two competing models based on different accounts of self-efficacy beliefs. Multilevel path analysis is adopted as the analytic method. The results suggest that perceived support from parents has a statistically significant but negligible relationship with adolescents’ reading proficiency. However, this relationship is mediated by nuanced pathways such as self-efficacy beliefs, mastery goal orientation, and reading enjoyment. Findings of this study provide evidence in support of the top-down theory of self-efficacy in the reading context and also contribute to a better understanding of the interactions between different motivational processes. Theoretical and practical implications of this study are discussed, and suggestions for future research are offered.

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Adolescents’ perceptions of contextual factors: Links with intrinsic motivation and academic achievement

Cited by 8 publications

References 59 publications

Breakfast Consumption and Academic Achievement Among Chinese Adolescents: A Moderated Mediation Model

Breakfast Consumption and Academic Achievement Among Chinese Adolescents: A Moderated Mediation Model

Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective

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