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ERIC Number: EJ932600
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-0031-3831
Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?
Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente
Scandinavian Journal of Educational Research, v55 n4 p379-401 2011
The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative sample of 13- and 15-year-old students (n = 3,125) from the Norwegian part of the World Health Organization's survey of Health Behaviour in School-aged Children. Multiple-group structural equation modeling analysis indicated that teacher support and classmate support related to academic initiative. A multi-mediating path approach revealed that school satisfaction partly mediated both these relationships. Perceived academic competence partly mediated the relationships between teacher support and academic initiative, and between school satisfaction and academic initiative. (Contains 2 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway