The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

Abstract

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

How teacher and classmate support relate to students’ stress and academic achievement

“…H1 could also not be confirmed in the sense that no significant associations between perceived peer support and stress experience or grades were found at the individual level, which contradicts previous studies ( Burke and Sass, 2013 ; Uzezi and Deya, 2017 ; Vargas-Madriz and Konishi, 2021 ). Interestingly, and in line with H2, peer support within the classroom had a significant association with ability to cope and academic achievement, when analyzed on the class level.…”

“…In their meta-analysis, Wang et al (2020) find that overall classroom climate is associated with academic achievement. Single-level studies on the topic support the notation that peer support relates to increased academic involvement (Vargas-Madriz and Konishi, 2021) and academic achievement in Chemistry (Uzezi and Deya, 2017) and helps students to pursuit their academic goals (Patrick et al, 2004;Wentzel, 2005).…”

The association between academic stress, social support, and self-regulatory fatigue among nursing students: a cross-sectional study based on a structural equation modelling approach

“…Importantly, this study examines the social support pathway surrounding the physical and mental adjustment of current nursing students. Therefore, it is recommended that educational administrators in the future provide strategies such as peer strength [ 39 ], emotional support from families [ 40 , 41 ], and supportive teachers [ 42 , 43 ] to facilitate the recovery of physical and mental sources of strength for students through effective counseling and supportive training [ 44 – 46 ]. The low recovery rate of 46.80% in this study can be partly blamed on the fact that students were busy with their studies and didn’t have time to fill out the scale.…”

The Impact of Technology Adaptation on Academic Engagement: A Moderating Role of Perceived Argumentation Strength and School Support

“…It is not surprising, given that the level of support obtained from prominent individuals in these many social circumstances has a real impact on someone’s advancement. This is particularly true throughout adolescence, when social ties play a critical role in molding youth experiences ( Ferrer-Wreder et al, 2008 ; Vargas-Madriz and Konishi, 2021 ). The term “school belonging” refers to the degree to which children feel accepted, respected, and supported in school by their teachers and peers.…”