Perceived Parental and Peer Support in Relation to Canadian, Cuban, and Spanish Adolescents’ Valuing of Academics and Intrinsic Academic Motivation

Abstract

The aim of this study was to explore possible parent and peer influences on adolescents’ valuing of academics and intrinsic academic motivation in cultures varying in traditional emphasis on the family unit (Cuba, Canada, and Spain). Perceived parent and peer support, parents’ expectations, and valuing of academics significantly predicted adolescents’ valuing of education and motivation. Spanish adolescents were less motivated than members of the other ethnic groups. The Spanish participants also reported lower perceived parental expectations than Chinese Canadians and less perceived peer support than did Cubans and Chinese Canadians. Perceived social support from same- and opposite-sex friends predicted adolescents’ valuing of academics and intrinsic motivation most strongly in the Canadian sample. Cuban parents’ perceived valuing of academics predicted adolescents’ intrinsic academic motivation more strongly than in the other cultures sampled.

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Socio-motivational moderators—two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students

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