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ERIC Number: EJ790889
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: Author
Reference Count: 45
ISSN: ISSN-0143-0343
Grade-Level Differences: Relations of Parental, Teacher and Peer Support to Academic Engagement and Achievement among Hong Kong Students
Chen, Jennifer Jun-Li
School Psychology International, v29 n2 p183-198 2008
Researchers have long been interested in understanding factors affecting student achievement. To contribute new insights to the literature, this study investigated grade-level differences in the relationships of students' perceived academic support (from parents, teachers and peers) to academic achievement directly and also indirectly through their perceived academic engagement. Questionnaire data were collected from 270 Hong Kong adolescents in Forms 3-5 (equivalent to Grades 9-11 in the United States). Structural equation modelling analyses revealed important and interesting grade-level differences in the academic support-based achievement relationships. Specifically, perceived parental support was negatively linked to academic achievement for Form 4 students, but it was positively related to academic achievement through perceived academic engagement for Form 3 students. Perceived teacher support was a significant predictor of academic achievement only for Form 3 students. Surprisingly, perceived peer support had no significant direct or indirect relationship to student achievement. These findings were interpreted from cultural, educational, socioeconomic and developmental perspectives. Suggestions for promoting particular sources of academic support for adolescents in different grade levels were discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; Grade 11; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong