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Social Influences on Students’ Academic Engagement and Science Achievement

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Abstract

The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N = 1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed.

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Authors and Affiliations

  1. College of Teacher Education, Palawan State University, Puerto Princesa, Philippines

    Fraide A. Ganotice Jr.

  2. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore

    Ronnel B. King

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  1. Fraide A. Ganotice Jr.
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  2. Ronnel B. King
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Correspondence to Ronnel B. King.

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Ganotice, F.A., King, R.B. Social Influences on Students’ Academic Engagement and Science Achievement. Psychol Stud 59, 30–35 (2014). https://doi.org/10.1007/s12646-013-0215-9

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