Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first‐generation and transfer students.
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| Title: | Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first‐generation and transfer students. |
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| Authors: | Gaspard, Hanna (AUTHOR), Parrisius, Cora (AUTHOR), von Keyserlingk, Luise (AUTHOR), Rubach, Charlott (AUTHOR), Yamaguchi‐Pedroza, Katsumi (AUTHOR), Lee, Hye Rin (AUTHOR), Spengler, Marion (AUTHOR), Fischer, Christian (AUTHOR), Heckhausen, Jutta (AUTHOR), Eccles, Jacquelynne S. (AUTHOR) |
| Source: | British Journal of Educational Psychology. Dec2025, Vol. 95 Issue 4, p1023-1046. 24p. |
| Subjects: | Statistical models, Research funding, T-test (Statistics), Self-efficacy, Affinity groups, Universities & colleges, Undergraduates, Questionnaires, Evaluation of human services programs, Confidence, Descriptive statistics, Path analysis (Statistics), College teachers, Psychological adaptation, Motivation (Psychology), Longitudinal method, Academic achievement, Social support, Student attitudes, Teacher-student relationships, Psychology of college students, Data analysis software, Factor analysis |
| Geographic Terms: | California |
| Abstract: | Background: Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first‐generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking. Aims: We examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task values in their most difficult and most important course. Sample: Data stemmed from two cohorts of undergraduate students (n = 320/417 in Fall 2019/2020) at a diverse Southern Californian university. Methods: Students reported on their confidence in getting support and their expectancies and subjective task values at the beginning, in the middle and (only for motivation) at the end of the academic term. Results: Results indicated no differences in confidence in getting support based on university generation or transfer student status. Cross‐lagged panel models provided some evidence for reciprocal associations between students' confidence in getting support and their expectancies and subjective task values. Findings were similar across the Fall 2019 and Fall 2020 cohorts, providing support for the generalizability across in‐person vs. remote learning settings. Longitudinal associations tended to be stronger for first‐generation and transfer students. Conclusions: Future research should, therefore, examine whether university programmes targeting social support are especially effective for disadvantaged students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first‐generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking. Aims: We examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task values in their most difficult and most important course. Sample: Data stemmed from two cohorts of undergraduate students (n = 320/417 in Fall 2019/2020) at a diverse Southern Californian university. Methods: Students reported on their confidence in getting support and their expectancies and subjective task values at the beginning, in the middle and (only for motivation) at the end of the academic term. Results: Results indicated no differences in confidence in getting support based on university generation or transfer student status. Cross‐lagged panel models provided some evidence for reciprocal associations between students' confidence in getting support and their expectancies and subjective task values. Findings were similar across the Fall 2019 and Fall 2020 cohorts, providing support for the generalizability across in‐person vs. remote learning settings. Longitudinal associations tended to be stronger for first‐generation and transfer students. Conclusions: Future research should, therefore, examine whether university programmes targeting social support are especially effective for disadvantaged students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00070998 |
| DOI: | 10.1111/bjep.12751 |
