Skip to main content
SpringerLink
Log in

Educational goals and motives as possible mediators in the relationship between social support and academic achievement

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. To determine the parents’ socio-cultural level, we calculated a social status score using indicators that combined the educational level of parents with their profession.

  2. The ZEP education policy in France was started in 1982. The main goal of this program is to provide additional resources to schools in the most disadvantaged areas in an effort to allow them to develop specific initiatives and educational methods that could help improve academic achievement. To identify these areas, specific indicators were used such as parents’ social and professional backgrounds, parents’ rate of unemployment, proportion of students who are not native French speakers, and proportion of students having repeated a grade (Bénabou et al. 2009).

  3. Note that for all of our analysis, we controlled the socio-cultural category of students. This variable is indeed highly correlated with DV. In contrast, there is no effect of gender on the DV so this is not included in the model.

References

  • Bardou, E., Deslandes, R., Rousseau, M., Oubrayrie-Roussel, N., & Safont-Mottay, C. (2012). Facteurs prédictifs de l’engagement parental dans l’accompagnement aux devoirs et leçons des adolescents : une étude comparative France–Québec. Pratiques Psychologiques, 18(3), 283–298.

    Article  Google Scholar 

  • Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14(4), 413–445.

    Article  Google Scholar 

  • Bautier, E., & Rochex, J. Y. (1998). L’expérience scolaire des nouveaux lycéens. Démocratisation ou massification ? Paris: Armand Colin.

    Google Scholar 

  • Bénabou, R., Kramarz F., & Prost, C. (2009). The French zones d’éducation prioritaire: much ado about nothing? Economics of Education Review, 28–3, 345–356.

  • Brown, B. (2004). Adolescents’ relationships with peers. In R. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology, 2 (pp. 363–394). New York: Wiley.

    Google Scholar 

  • Caplan, G. (1974). Support systems and community mental health. New York: Behavioral Publications.

    Google Scholar 

  • Charlot, B. (2001). La notion de rapport au savoir: Points d’ancrage théoriques et fondements anthropologiques. In B. Charlot (Ed.), Les jeunes et le savoir, perspectives internationales (pp. 4–24). Paris: Anthropos.

    Google Scholar 

  • Charlot, B., Bautier, E., & Rochex, J. Y. (1992). École et savoir dans les banlieues et ailleurs. Paris: Armand Colin.

    Google Scholar 

  • Claes, M. (2003). L’univers social des adolescents. Montréal: Les Presses de l’Université de France.

    Google Scholar 

  • Cloutier, R. (1996). Psychologie de l’adolescence (2ème édition). Québec: Gaëtan Morin.

  • Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17–59). New York: Cambridge University Press.

    Google Scholar 

  • Collins, W. A., & Steinberg, L. (2006). Adolescent development in interpersonal context. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of Child Psychology, Vol. 3 Social, emotional and personality development (6th ed., pp. 1003–1067). Hoboken: Wiley.

    Google Scholar 

  • Coslin, P. G. (2002). Psychologie de l’adolescent. Paris: Armand Collin.

  • Courtinat, A., & Prêteur, Y. (2012). Diversité des expériences collégien(ne)s scolarisé(e)s en 3ème. L’Orientation Scolaire et Professionnelle, 41(4), 591–624.

    Google Scholar 

  • de Léonardis, M., Capdevielle-Mougnibas, V., & Prêteur, Y. (2006). Sens de l'orientation vers l'apprentissage des apprentis de niveau V: Entre expérience scolaire et rapport à l'avenir. L'Orientation Scolaire et Professionnelle, 35(1), 5–27.

    Article  Google Scholar 

  • Demetriou, H., Goalen, P., & Rudduck, J. (2000). Academic performance, transfer, transition and friendship: listening to the student voice. International Journal of Educational Research, 33, 425–441.

    Article  Google Scholar 

  • Deslandes, R. (1996). Collaboration entre l’école et les familles: Influence du style parental et de la participation parentale sur la réussite scolaire au secondaire. (Thèse de doctorat). Université Laval, Québec.

  • Duru-Bellat, M. (2004). La ségrégation sociale à l'école: Faits et effets. VEI, 139, 73–78.

    Google Scholar 

  • Emond, I., Fortin, L., & Picard, Y. (1998). Perception du soutien social chez les élèves en difficultés d'apprentissage et chez les décrocheurs. Revue canadienne de l'éducation, 23(3), 237–250.

    Article  Google Scholar 

  • Esterle-Hedibel, M. (2006). Absentéisme, déscolarisation, décrochage scolaire, les apports des recherches récentes. Déviance et Société, 30, 41–65.

    Article  Google Scholar 

  • Fantuzzo, J. W., Manz, P. H., & McDermott, P. A. (1998). Preschool version of the social skills rating scale: an empirical analysis of its use with low-income children. Journal of School Psychology, 36(2), 199–214.

    Article  Google Scholar 

  • Fuligni, A. J., & Eccles, J. S. (1993). Perceived parent-child relationships and early adolescents’ orientation toward peers. Developmental Psychology, 29, 622–632.

    Article  Google Scholar 

  • Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.

    Article  Google Scholar 

  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships in their social networks. Journal of School Psychology, 41, 235–284.

    Article  Google Scholar 

  • Guay, F., Boivin, M., & Hodges, M. (1999). Predicting change in academic achievement. A model of peer-experiences and self-system processes. Journal of Educational Research, 91(1), 105–115.

    Google Scholar 

  • Harris, P.-J., & Wiener, J. (1993). Les relations sociales des sous-groupes d'enfants ayant des troubles d'apprentissage. Enfance, 47(3), 295–316.

    Google Scholar 

  • Hartup, W. W. (2005). Peer interactions. What causes what? Journal of Abnormal Child Psychology, 33, 387–394.

    Article  Google Scholar 

  • Janosz, M., & Le Blanc, M. (1996). Pour une vision intégrative des facteurs liés à l'abandon scolaire. Revue Canadienne de Psycho-Education, 25(1), 61–88.

    Google Scholar 

  • Kirchler, E., Palmonari, A., & Pombeni, M. L. (1993). Developmental tasks and adolescent’s relationships with their peers and their family. In S. Jackson & H. Rodriquez-Tome (Eds.), Adolescence and its social worlds (pp. 145–167). Hillsdale: Lawrence Erlbaum Assoc.

    Google Scholar 

  • Levesque, S. (2001). Valeur accordée à l’école, estime de soi et performance scolaire à l’adolescence. (Thèse de Doctorat Nouveau régime). Université de Toulouse-Le Mirail.

  • Mallet, P. (1997). Se découvrir entre amis, s'affirmer parmi ses pairs. Les relations entre pairs au cours de l'adolescence. In H. Rodriguez-Tomé, S. Jackson, & F. Bariaud (Eds.), Regards actuels sur l'adolescence (pp. 109–145). Paris: PUF.

    Google Scholar 

  • Mansfield, C. (2010). Motivating adolescents: goals for Australian students in secondary schools. Australian Journal of Educational & Developmental Psychology, 10, 44–55.

    Google Scholar 

  • Michinov, E. (2004). L’influence des relations entre élèves. Sciences humaines (hors-série), 45, 52–55.

    Google Scholar 

  • Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: a meta-analytic review. Psychological Bulletin, 117, 306–347.

    Article  Google Scholar 

  • Noom, M., Dekovic, M., & Meeus, W. (2001). Conceptual analysis and measurement of adolescent autonomy. Journal of Youth and Adolescence, 30(5), 577–595.

  • Parker, J. G., & Asher, S.-R. (1987). Peer relations and later personal adjustment: are low accepted children at risk? Psychological Bulletin, 102, 357–389.

    Article  Google Scholar 

  • Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621.

    Article  Google Scholar 

  • Perrenoud, P. (1994). Métier d'élève et sens du travail scolaire. Paris: ESF éditeur.

    Google Scholar 

  • Peyre, P. (2000). Compétences sociales et relations à autrui. Une approche complexe. Paris: L’Harmattan.

    Google Scholar 

  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36, 717–731.

    Article  Google Scholar 

  • Prêteur, Y., Constans, S., & Féchant, H. (2004). Rapport au savoir et démobilisation scolaire chez les collégiens de troisième. Pratique psychologique, 10(2), 119–132.

    Article  Google Scholar 

  • Rochex, J. Y. (1995). Le sens de l’expérience scolaire: Entre activité et subjectivité. Paris: P.U.F.

    Google Scholar 

  • Rodriguez-Tomé, H., Jackson, S., & Bariaud, F. (1997). Regards actuels sur l’adolescence. Paris: P.U.F.

    Google Scholar 

  • Rosenthal, B. S. (1996). Social support and 10th graders’ plans for staying in school. High School Journal, 79, 298–304.

    Google Scholar 

  • Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and group. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of Child Psychology, Vol.3 social, emotional and personality development (6th ed., pp. 571–645). Hoboken: Wiley.

    Google Scholar 

  • Safont-Mottay, C., Oubrayrie-Roussel, N. & Prêteur, Y. (2008). Attentes, valeurs et mobilisation scolaire de collégiens de 3ème. In E. Loarer, J-L. Mogenet, F. Cuisinier, H. Gottesdiener, P. Mallet & P. Vrignaud (Eds.) "Perspectives différentielles en psychologie", XVIIèmes Journées internationales de Psychologie Différentielle, (pp. 501–504). Nanterre, 19–21 Septembre 2006, Rennes: PUR.

  • Sand, F. (1997). Amitiés et adolescence. Paris: Les éditions du Cerf.

    Google Scholar 

  • Santor, D. A., Messervey, D., & Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in young adolescent boys and girls: predicting school performance, sexual attitudes, and substance use. Journal of Youth and Adolescence, 29, 163–182.

    Article  Google Scholar 

  • Streeter, C. L., & Franklin, C. (1992). Defining and measuring social support: guidelines for social work practitioners. Research in Social Work Practice, 2(1), 81–98.

    Article  Google Scholar 

  • Vaux, A., Phillips, J., Holly, L., Thomson, B., Williams, D., & Stewart, D. (1986). The social support appraisals (SS-A) scale: studies of reliability and validity. American Journal of Community Psychology, 14, 195–219.

    Article  Google Scholar 

  • Vitaro, F., Boivin, M., & Bukowski, W. (2009). The role of friendship in child and adolescent psychosocial development. Handbook of peer interactions, relationships, and groups (pp. 568–588). New York: Guilford.

    Google Scholar 

  • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: understanding children’s school adjustment (pp. 226–247). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Wentzel, K. R. (1998). Parents’ aspirations for children’s educational attainments: relations to parental belief systems and social address variables. Merrill-Palmer Quarterly, 44, 20–37.

    Google Scholar 

  • Wentzel, K. R., & Asher, S. R. (1995). Academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754–763.

    Article  Google Scholar 

  • Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: relations to academic achievement in middle school. Child Development, 68, 1198–1209.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Laboratory for Developmental Psychology and Socialization Processes, Toulouse—Jean Jaurès University, 5, Allée Antonio Machado, 31058, Toulouse Cedex 09, France

    Lucie Hernandez, Nathalie Oubrayrie-Roussel & Yves Prêteur

Authors
  1. Lucie Hernandez
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nathalie Oubrayrie-Roussel
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yves Prêteur
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lucie Hernandez.

Additional information

Lucie Hernandez. Developmental Psychology PhD, in PDPS laboratory (Developmental Psychology and Socialization Processes), Toulouse—Jean Jaurès University, France.

Nathalie Oubrayrie-Roussel. Associate professor/Developmental Psychology Research professor in PDPS laboratory (Developmental Psychology and Socialization Processes), Toulouse—Jean Jaurès University, France.

Yves Prêteur. Developmental and Educational Psychology Professor in PDPS laboratory (Developmental Psychology and Socialization Processes), Toulouse—Jean Jaurès University, France.

Current Themes of Research:

Family and school education - Adolescence - School involvement - Value toward school and relationship to knowledge - Socialization (Peer relationships; family) - Identity construction - Self-esteem.

Most relevant publications in the field of Psychology of Education:

Bardou, E. & Oubrayrie-Roussel, N. & Lescarret, O. (2012). Estime de soi et Démobilisation scolaire des Adolescents [Self-esteem and school demobilization of adolescents]. Neuropsychiatrie de l’Enfant et de l’Adolescent. 60 (6), 435-440.

Capdevielle-Mougnibas, V., Prêteur, Y. & Favreau, C. (2013). Rapport au savoir et construction des parcours de formation au sein de la formation professionnelle initiale de niveau V [Relationship to knowledge and construction training courses in initial vocational training]. L'Orientation Scolaire et Professionnelle, Vol. 42, N° 1, 103-126.

Courtinat-Camps A., Prêteur, Y. (2012). Diversité des expériences scolaires chez des collégien(ne)s scolarisé(e)s en 3ème [Variety of school experiences amongst 9th grade students]. L’Orientation Scolaire et Professionnelle, Vol. 41, N° 4, 591-624.

Hernandez, L., Oubrayrie-Roussel, N. & Prêteur, Y. (2012). Formes de relations aux pairs et démobilisation scolaire chez des adolescents français de milieux scolaires défavorises [Social status and academic disengagement among french adolescents from disadvantaged schools]. Revue Québécoise de Psychologie. 33 (3), 1-24.

Oubrayrie-Roussel, N. & Safont-Mottay, C. (2011). Adolescent homework management strategies and perceptions of parental involvement. In S. Castelli, L. Addimando, M. Pieri, A. Pepe (Eds.). Current Issues in Home-School-Community Partnership. Journal about Parents in Education (IJPE) (pp. 175-189).

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hernandez, L., Oubrayrie-Roussel, N. & Prêteur, Y. Educational goals and motives as possible mediators in the relationship between social support and academic achievement. Eur J Psychol Educ 31, 193–207 (2016). https://doi.org/10.1007/s10212-015-0252-y

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-015-0252-y

Keywords

Search

Navigation