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Showing the effect of social support from a significant other on intrinsic motivation as moderated by self-efficacy.
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Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the inde...
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Context 1
... findings from third model of regression analysis reflect that the effects of perceived social support after self-efficacy on IM were additive rather than compensatory. Same is evident from Figure 1 and Figure 2, that students who had high self-efficacy beliefs were more likely to profit from social support and students with low self- efficacy skills were less likely to profit from social resources, thus favoring the synergistic interaction. ...
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Citations
... It can be regarded as a subjective measure that depends on individuals' characteristics and expectations (Connell & D'Augelli, 1990). There is evidence that PSS from friends, family, and significant others such as teachers and administrators improves academic resilience (Wilks & Spivey, 2010), student interest in learning (Bempechat & Shernoff, 2012), and students' motivation (Fatima et al., 2018;Hang et al., 2017). Similar findings were found in some pandemic-era studies. ...
... Third, the results showed that perceived social support was not related to the intrinsic motivation and amotivation levels of university students, but was positively related to extrinsic motivations. In contrast to these findings, the literature has indicated that the supportive relationship students have with their social environment is essential to their motivation (Bempechat & Shernoff, 2012;Christ & Gray, 2022;Klootwijk et al., 2021) and contributes to the internalisation of their motivation through the development of their autonomy and competence (Fatima et al., 2018). However, there are also similar findings that show no relationship between perceived social support and intrinsic motivation (Costa-Lobo et al., 2017). ...
Given the salience of personal and environmental-related factors in young people's motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) skills, and perceived social support were related to university students' intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear regression showed positive relations of positive future expectations and SEL skills with intrinsic and extrinsic academic motivations and negative relations with amotivation levels of university students. In addition, the results indicated a significant positive relationship between perceived social support and extrinsic motivation, yet no significant relation between intrinsic motivation and amotivation levels. Moreover, female students' intrinsic and extrinsic motivation levels were higher and their amotivation levels were lower than those of male students, with low effect sizes. The findings pointed to theoretical, research, and practical implications, which could be interpreted in a cultural context during COVID-19.
... In Egypt, the social integration of graduate nursing candidates profoundly impacts their study motivation, mental well-being, and academic performance [15,16]. Studies investigating the relationship between social integration, support, and academic motivation reveal a synergistic effect, significantly amplifying motivational levels [18,19]. Social support acts as a protective factor, fostering feelings of security and contributing to overall physical and mental well-being [18]. ...
... Studies investigating the relationship between social integration, support, and academic motivation reveal a synergistic effect, significantly amplifying motivational levels [18,19]. Social support acts as a protective factor, fostering feelings of security and contributing to overall physical and mental well-being [18]. Research also suggests that students' motivational needs and perceived support may vary throughout their academic journey [3,6,20]. ...
Background
Obtaining a postgraduate nursing education in Egypt requires substantial resources, including a robust academic drive and supportive relationships. These resources help students overcome challenges and navigate their educational journey. This study examines the relationship between academic motivation and social support among nursing graduate students.
Design
A cross-sectional survey was conducted at two nursing colleges in Egypt, involving 410 randomly selected graduate students.
Measures
The Academic Motivation Scale—College Version (AMS-C 28) and the Multidimensional Scale of Perceived Social Support (MSPSS) were used.
Findings
Findings revealed a statistically significant positive relationship between academic motivation and perceived social support (r = 0.515, p < 0.001). Hierarchical regression analysis revealed that 12.9% (Adjusted R² = 0.129) of the variance in academic motivation could be explained by perceived social support and level of education.
Conclusion
This study pinpointed intrinsic motivation as the primary impetus for graduate nursing students. Robust social support and active participation in social and recreational activities were also significant motivators. Nursing education programs can enhance intrinsic motivation by integrating authentic learning experiences, providing empowering mentorship, offering condensed doctoral programs, and ensuring substantial peer support. The exploration of the role of novelty in graduate nursing education, facilitated by innovative teaching methods such as collaborative virtual reality simulations, gamification, and team-based research projects, can be advantageous. Building robust social networks is vital for establishing a supportive and motivating learning environment for nursing graduates in Egypt.
... Camacho et al (2021) found that social support provided by teachers and peers plays a positive significant role in academic motivation of students from the first to the tenth grade in the primary school (Camacho, 2021). In another study entitled as "Personal and Social resources are synergistically correlated in increasing the academic motivation", Fatima et al (2018) also found out that social support from friends, not from family members or any other important person, independently predicted external academic motivation (Fatima, 2018). The study conducted by Tezci et al (2015) also demonstrates that the more the social support increases, the more the motivation (Tezci, 2015). ...
... Camacho et al (2021) found that social support provided by teachers and peers plays a positive significant role in academic motivation of students from the first to the tenth grade in the primary school (Camacho, 2021). In another study entitled as "Personal and Social resources are synergistically correlated in increasing the academic motivation", Fatima et al (2018) also found out that social support from friends, not from family members or any other important person, independently predicted external academic motivation (Fatima, 2018). The study conducted by Tezci et al (2015) also demonstrates that the more the social support increases, the more the motivation (Tezci, 2015). ...
Background: The purpose of this study was to investigate the effect of perceived social support on students' academic motivation with the mediator role of emotional intelligence.
Methodology: The research method was descriptive-correlational and cross-sectional in terms of time. The statistical population was all physical education students of Shahrood University of Technology in the academic year 2021-2022. 210 questionnaires were analyzed out of 230 available samples. The data collection tool was a questionnaire. The face and content validity of the questionnaires was confirmed by the opinion of 10 sports management professors. In order to determine the reliability of the research tool, Cronbach's alpha and Composite reliability were used. Data analysis was done by structural equation modeling method in Smart PLS software.
Results: The results showed that perceived social support has a significant effect on students' emotional intelligence and academic motivation. Emotional intelligence has a positive effect on academic motivation. The mediating role of emotional intelligence was also confirmed in the relationship between perceived social support and academic motivation (P≤0.05).
Conclusion: Effective support from the family and the community can be useful for raising the emotional intelligence and academic motivation of students, and as a result, they can play an effective role in the growth and development of society.
Keywords: Motivation, Parent support, Self-management, Self-awareness, Emotional intelligence.
... Previous literature has suggested that learning motivation may be influenced by social resources and personal conditions (Fatima et al., 2018). However, there is little literature that directly links selfefficacy and social support to examine the role of both in influencing learning motivation. ...
The vital influence of emotional intelligence on college students’ learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students’ learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students’ self-efficacy and providing multiple social supports would help improve their motivation and academic performance.
... More recent investigations (e.g., Pushkarev et al., 2020) found internal structure and convergent validity evidence of MSPSS scores. Furthermore, Fatima et al. (2018;α = .80, α = .77, ...
An abundance of academic resources exists for supporting college students enrolled in science, technology, engineering, and mathematics (STEM) majors. However, the dearth of research on supporting STEM students’ mental health is concerning, as STEM students face unique risks for mental health distress and utilize mental health services at lower rates than their counterparts. To begin addressing this gap in the literature, we found statistically significant structural links from STEM students’ perceived social support from friends and family to increases in their mental health. Results also revealed that male STEM students self-reported higher levels of mental health than female students. Findings are discussed in terms of implications for practice, including how college counselors and psychotherapists can use social support as one method for supporting STEM students’ mental health.
... Camacho et al (2021) found that social support provided by teachers and peers plays a positive significant role in academic motivation of students from the first to the tenth grade in the primary school (Camacho, 2021). In another study entitled as "Personal and Social resources are synergistically correlated in increasing the academic motivation", Fatima et al (2018) also found out that social support from friends, not from family members or any other important person, independently predicted external academic motivation (Fatima, 2018). The study conducted by Tezci et al (2015) also demonstrates that the more the social support increases, the more the motivation (Tezci, 2015). ...
... Camacho et al (2021) found that social support provided by teachers and peers plays a positive significant role in academic motivation of students from the first to the tenth grade in the primary school (Camacho, 2021). In another study entitled as "Personal and Social resources are synergistically correlated in increasing the academic motivation", Fatima et al (2018) also found out that social support from friends, not from family members or any other important person, independently predicted external academic motivation (Fatima, 2018). The study conducted by Tezci et al (2015) also demonstrates that the more the social support increases, the more the motivation (Tezci, 2015). ...
Background: The purpose of this study was to investigate the effect of perceived social support on students' academic motivation with the mediator role of emotional intelligence.
Methodology: The research method was descriptive-correlational and cross-sectional in terms of time. The statistical population was all physical education students of Shahrood University of Technology in the academic year 2021-2022. 210 questionnaires were analyzed out of 230 available samples. The data collection tool was a questionnaire. The face and content validity of the questionnaires was confirmed by the opinion of 10 sports management professors. In order to determine the reliability of the research tool, Cronbach's alpha and Composite reliability were used. Data analysis was done by structural equation modeling method in Smart PLS software.
Results: The results showed that perceived social support has a significant effect on students' emotional intelligence and academic motivation. Emotional intelligence has a positive effect on academic motivation. The mediating role of emotional intelligence was also confirmed in the relationship between perceived social support and academic motivation (P≤0.05).
Conclusion: Effective support from the family and the community can be useful for raising the emotional intelligence and academic motivation of students, and as a result, they can play an effective role in the growth and development of society.
... Por otro lado, aquellos que presentan mayor predisposición al control (regulación introyectada y externa), es decir, manifiestan una motivación de menor calidad, evidencian comportamientos negativos hacia el aprendizaje, relacionados con una mayor distracción, ansiedad y menor desempeño académico (Ryan & Deci, 2020;Taylor et al., 2014;Vansteenkiste et al., 2009). Además, se ha demostrado que la motivación académica tiene un impacto directo en la permanencia universitaria , es crucial en el desempeño académico (Taylor et al., 2014), en la percepción de autoeficacia (Fatima et al., 2018) y en las experiencias de aprendizaje (Pintrich, 2003), ya que implica el grado en que los estudiantes se esfuerzan, persisten y dirigen su comportamiento hacia las actividades académicas (Maulana et al., 2016). Por lo tanto, constituye un proceso psicológico fundamental en el comportamiento, ya que se plantea la posibilidad de que las personas difieran en su interés, persistencia y compromiso cuando realizan diferentes tareas (Gomes et al., 2019). ...
Introducción: La teoría de la autodeterminación representa un marco para comprender los factores que facilitan la motivación académica, constructo relevante para los contextos educativos. Uno de los instrumentos más utilizados para medir el constructo es el cuestionario de autorregulación académica (SRQ-A), pero se carece de antecedentes psicométricos sobre la evaluación de este modelo de medida en su versión en español. Objetivo: Evaluar la estructura factorial, consistencia interna y validez del cuestionario de autorregulación académica (SQR-A) en una muestra de estudiantes universitarios chilenos. Método: Los participantes fueron 808 estudiantes de dos universidades chilenas. El modelo de medida se evaluó mediante análisis factorial confirmatorio (AFC). La validez y confiabilidad se evaluaron mediante la varianza media extraída y la fiabilidad compuesta. Resultados: Los resultados muestran que el modelo de medida de cuatro factores presenta niveles de ajuste adecuados, además de niveles adecuados de validez y consistencia interna. Conclusión: La versión en español del SQR-A constituye una medida útil para ser aplicada en contextos de educación superior.
... On the other hand, Zulkifli et al., (2019) and Fatima et al., (2018) found in their studies that social reinforcement can be considered a predictive factor associated with academic motivation and, therefore, with academic performance. This association is described in the sense that a higher degree of social reinforcement generates greater self-confidence, greater competition, as well as greater psychological security in the university student who perceives it. ...
... Another key aspect that influences the expectations and academic performance of university students is motivation. According to Fatima et al. (2018), motivation plays a fundamental role in the educational context. In fact, studies such as Hamilton and Phillips (2016) have shown that it has a positive relationship with academic performance and, in turn, with well-being. ...
Nowadays there is a tendency to highlight the significant contribution of students' socio-emotional perceptions about academic motivation and expectations in Higher Education. This study aims to analyze the relationships among emotional well-being, desire for social reinforcement, intrinsic motivation, the perceived value of the task, and academic expectations. To do this, 455 university students from the Spanish educational system filled out an online questionnaire. The application of a Structural Equation Model (SEM) underscores the fact that emotional well-being and the desire for social reinforcement have a positive effect on intrinsic motivation for learning. In turn, this motivation has been a significant predictor of the perceived value of homework and academic expectations. In addition, various mediating effects are observed to influence high academic expectations. These results highlight the need for emotional care and social reinforcement in initial university training programs.
... menghadapi masa sulit (Cao & Chen, 2019;Labrague & De los Santos, 2021). Menurut Zimet, Dahlem, Zimet, dan Farley (1988) penerimaan dukungan sosial didefinisikan sebagai persepsi individu tentang bagaimana sumber daya dapat bertindak sebagai penahan antara peristiwa dan gejala stres, yang bersumber dari (1) keluarga meliputi orang tua, pasangan, mertua, saudara (Astuti, Santosa, & Utami, 2000;Fatima, Sharif, & Zimet, 2018); (2) teman, meliputi orang terdekat dengan usia yang tidak jauh berbeda, memiliki hubungan erat, misal teman sekolah, tetangga dan (3) significant others adalah dukungan yang bersumber dari seseorang yang dianggap penting tergantung pada jaringan sosial yang ada, sebagai contoh meliputi rekan kerja, atasan (Santoso & Setiawan, 2018). Beberapa penelitian terdahulu menyatakan bahwa tenaga kesehatan yang menerima dukunga sosial cenderung memiliki resiliensi yang tinggi, yang juga meningkatkan control terhadap perasaan negatif terhadap kondisi penuh tekanan (Kılınç & Çelik, 2020). ...
... Data deskriptif juga menunjukkan bahwa responden dala penelitian ini merasa significant others cukup memberikan dukungan dalam menghadapi pandemi. Dukungan sosial significant others dapat berasal dari banyak pihak yang terkait dengan individu seperti atasan ditempat bekerja, sistem dan kebijakan organisasi yang terkait yang dirasa mampu dan dapat meningkatkan kemampuan dan daya tahan individu dalam menghadapi pandemi (Fatima, Sharif, & Zimet, 2018;Fu et al., 2017;Mitchell & Zimet, 2000). Studi terdahulu milik Hu et al., (2020) yang menyatakan bahwa sistem dan intervensi yang dimiliki oleh organisasi tempat tenaga kesehatan bekerja (pengetahuan dan pelatihan tentang menghadapi COVID-19 dan call centre yang responsif) dapat membantu pekerjaan tenaga kesehatan menjadi lebih tertangani dengan baik. ...
Dalam penelitian ini memiliki tujuan untuk mengetahui hubungan perceived social support dengan resiliensi frontliners tenaga kesehatan di masa pandemi COVID-19. Perceived social support dipahami sebagai dukungan yang bersumber dari keluarga, teman, dan significant other, yang mengacu pada cakupan jaringan sosial yang dimiliki individu sebagai tempat mendapatkan dukungan. Penelitian ini menggunakan teknik sampling aksidental (Accidental Sampling). Responden dalam penelitian ini ditujukan pada tenaga kesehatan yang menghadapi, merawat, berinteraksi, maupun ikut serta/terlibat dalam penanganan pasien COVID-19 yang berjumlah 112 responden, dengan latar belakang pekerjaan yang berbeda-beda. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan uji korelasi. Skala yang digunakan dalam penelitian ini adalah skala Multidimensional perceived social support scale oleh Zimet (1988), dan skala Connor Davidson Resilience scale 25 oleh Connor dan Davidson (2003). Hasil penelitian menunjukkan bahwa antara perceived social support dengan resiliensi frontliners tenaga kesehatan di masa pandemi COVID-19 memiliki hubungan dengan signifikansi positif, yang berarti tingginya perceived social support maka resiliensi juga meningkat begitupun sebaliknya.
... In recent decades, many theorists of educational psychology have given special importance and place to the motivational and psychological patterns of academic behavior (Pintrich, 2000). Psychologists have concluded that a set of internal and external factors, variables or structures are involved in motivating a person to learn and actively participate in the educational process, including: instinct, driver, need, enthusiasm, and curiosity, all of which can influence students' motivation system in a complex interaction and shape their educational behavior, learning and development (Fatima, Sharif, & Zimet, 2018). On the other hand, teachers are always looking for appropriate ways to help convince their students that what they are learning is useful and practical for their lives. ...
