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ERIC Number: EJ1088639
Record Type: Journal
Publication Date: 2016-Feb
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-0663
Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School
Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra
Journal of Educational Psychology, v108 n2 p242-255 Feb 2016
We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A