Perceived Parental, Teacher and Peer Support as Predictors of Achievement in Middle School: The Moderating Effect of the Grade Level
This study explored the grade level differences in the role of three contextual factors – the perceived support from parents, teachers and peers – on students’ achievement. In the first semester, 402 students from the fifth to the eighth grades reported their perception of parental, teacher and peer support. Scale measuring adolescents’ perception of parenting style and their relationships with teacher and peers were filled in at the beginning of the first semester. The achievement was measured at the end of the first and second semesters. Results indicated that perceived parent, teacher and peer support interacted in predicting achievement, and that these interactions were moderated by the grade level.
perceived parental, teacher and peer support, academic achievement, grade-level differences
SIMONA BUTNARU – Associate professor, Department of Education Sciences, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iasi, Romania; e-mail: firstname.lastname@example.org
LOREDANA-RUXANDRA GHERASIM – Associate professor, Department of Psychology, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iasi, Romania