Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender

Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”.Peer reviewe

Contextos de crianza del niño: problemas y prospectiva

The focus of this paper is to undertake a theoretical integration of current knowledge on child rearing contexts. The author, based on available research work, makes several proposals: 1) the distinction between primary developmental context (guided by others) and secondary developmental context (without this intervention); 2) the importance which parties have on the potential development of a specific context; 3) this potential development is increased through interrelations between this specific context and other contexts in which the child participates. The school has gradually distanced itself from the home and has become a place of alienation for children and adolescents, with important consequences to their behaviour and development. Child rearing contexts have also been modified due to an increasing proportion of women who have joined the work force.La idea de este artículo es hacer una integración teórica del conocimiento existente sobre los contextos de crianza del niño. A la luz de las investigaciones existentes el autor hace varias propuestas: la distinción entre contexto de desarrollo primario (bajo guía de otras personas) y secundario (sin esta intervención); la importancia de terceras partes en el desarrollo potencial de un escenario; el desarrollo potencial se ve incrementado en virtud de las interrelaciones entre ese escenario y otros contextos en los que se inserta el niño. La escuela se ha separado progresivamente del hogar y se ha convertido en uno de los focos de alienación para los niños y jóvenes, con importantes consecuencias en su conducta y en el desarrollo. Con la incorporación de la mujer al mundo laboral, también se ha modificado el contexto de crianz