Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender

Emmanuel Adu-Tutu Bofah, Markku S. Hannula

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

Kuvaus

Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”
Alkuperäiskielienglanti
OtsikkoAffect and mathematics education : Fresh Perspectives on Motivation, Engagement, and Identity
KustantajaSpringer
Julkaisupäivä2019
DOI - pysyväislinkit
TilaJulkaistu - 2019
OKM-julkaisutyyppiA3 Kirjan tai muun kokoomateoksen osa

Lainaa tätä

Bofah, E. A-T., & Hannula, M. S. (2019). Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender. teoksessa Affect and mathematics education: Fresh Perspectives on Motivation, Engagement, and Identity Springer. https://doi.org/10.1007/978-3-030-13761-8_6
Bofah, Emmanuel Adu-Tutu ; Hannula, Markku S. / Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender. Affect and mathematics education: Fresh Perspectives on Motivation, Engagement, and Identity. Springer, 2019.
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abstract = "Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”",
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Bofah, EA-T & Hannula, MS 2019, Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender. julkaisussa Affect and mathematics education: Fresh Perspectives on Motivation, Engagement, and Identity. Springer. https://doi.org/10.1007/978-3-030-13761-8_6

Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender. / Bofah, Emmanuel Adu-Tutu; Hannula, Markku S.

Affect and mathematics education: Fresh Perspectives on Motivation, Engagement, and Identity. Springer, 2019.

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

TY - CHAP

T1 - Perceived Social Support Network and Achievement

T2 - Mediation by Motivational Beliefs and Moderation by Gender

AU - Bofah, Emmanuel Adu-Tutu

AU - Hannula, Markku S.

PY - 2019

Y1 - 2019

N2 - Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”

AB - Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”

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Bofah EA-T, Hannula MS. Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender. julkaisussa Affect and mathematics education: Fresh Perspectives on Motivation, Engagement, and Identity. Springer. 2019 https://doi.org/10.1007/978-3-030-13761-8_6