Relationships among academic-related characteristics of peers, social support provided by peers, achievement motivation, and achievement in adolescents.

Abstract

This study investigates relationships among perceived academic-related characteristics of a best friend, perceived social support provided by a best friend, perceived academic-related characteristics of classmates, perceived social support provided by classmates, students self-reports of learning goals, performance-approach goals, performance-approval goals, social responsibility goals, social affiliation goals, social approval goals, perceived ability, and achievement. Self-report surveys were administered to 255 adolescents in their science class. The achievement-related behaviors of peers and the social support provided by peers were related to adolescents' motivation during science class. Adolescents who believed they were valued and respected members of the learning community were more likely to pursue learning goals, performance-approach goals, responsibility goals, and affiliation goals to work with others because it's enjoyable. When adolescents perceived that members of the classroom devalued learning they were likely to pursue performance-avoidance goal, and approval goals to not do class work to fit in with other class members. Of note was the role that having a quality best friendship with a student who valued learning had on minimizing the negative motivational impact of being in a classroom where it was perceived that students did not care about learning.