Abstract
IntroductionAcademic failure and dropout are pervasive challenges at all levels of the education system. Research so far pointed out different aspects of this large phenomenon. On the one hand, some scholars have argued that social support is a key factor to foster learning and persistence. On the other hand, some other scholars have rather highlighted the role of student motivation and engagement itself in improving performance on academic tasks. In this article, we tested theoretical models that combine the two approaches in a whole process. AimsWe aimed at clarifying (1) the specific contribution of several sources of perceived social support to academic performance, and (2) the mediation role of motivation and engagement in the relationships between perceived social support and performance. MethodThe sample consisted of 226 last year university students. Structural equation modeling analyses were used to test the hypothesized associations. ResultsStructural equation modeling analysis revealed that institutional and supervisor support were associated with motivation, which in turn predicted greater behavioral, cognitive and emotional engagement. Further, behavioral engagement was the unique contributor of academic performance at the master's thesis. ConclusionThe results clarify the specific contribution of different sources of perceived social support and underline the importance of the supervisor and the institution. They also underline the importance of considering different sources of perceived social support at the same time. Finally, theoretical assumptions concerning the mediational role of motivation were confirmed.
Published Version
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