SOCIAL SUPPORT AND INTERPERSONAL COMPETENCY AS PREDICTORS OF ACADEMIC ACHIEVEMENT

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SOCIAL SUPPORT AND INTERPERSONAL COMPETENCY AS PREDICTORS OF ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Academic failure and dropout are pervasive challenges at all levels of the education system in most countries (OCDE, 2013). 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; indeed these authors have found that when students perceive support from peers, family, institution, and teachers, they tend to display higher motivation and achieve good academic accomplishments more easily (Fass & Tubman, 2002; Feldman, 2007; Mattanah, Lopez, & Govern, 2011; Robbins, Oh, Le, & Button, 2009). On the other hand, in consistence with the opinion of many teachers, some other scholars have rather highlighted the role of student motivation and engagement itself in improving performance on academic tasks, and collected empirical findings supporting this (Schunk, Pintrich, & Meece, 2008; Skinner, Furrer, Marchand, & Kindermann, 2008). These evidences highlighted one aspect at the time then. However, if we look at theoretical models approaching this topic, they tend to be more inclusive and postulate that the provision of social support nurtures students’ motivation and engagement, which in turn facilitate performance (Connell & Wellborn, 1990; Skinner et al., 2008; Wentzel, 1998) in a whole process.

Nowadays questions remain about (1) the specific contribution of several sources of social support to academic performance, and (2) the mediation role of motivation and engagement in the relationship between perceived social support and performance. Are some sources of social support more important than others for achievement? In order to reduce academic failure, is it more important to intervene on social support or on student motivation? Or could student motivation be sustained by fostering social support? Understanding these processes may help to identify the relevant targets for effective interventions. The purpose of the present study is to move forward in this direction by testing a conceptual inclusive model of the relations between student perception of support from family, peer, teacher and institution, motivation, engagement and academic performance. In the next sections, a closer look is given on these specific associations and on variables implicated.

While working on a learning task, students interact and/or work with different social partners: peers, family, supervisor/teacher and the institution in which the task is realized. Perceived social support corresponds to the simple perception that these actors are supportive. According to Weiss (1974), different types of support may be derived from relationships with others: guidance (advice and information), reliable alliance (tangible aid), attachment (expressions of caring and love), reassurance of worth (respect for abilities and personal qualities), and social integration (mutual interests). Consequently, social support is supposed to be a valuable resource for to cope with stress but also to achieve school or university requirements.

In another research field, motivational theorists (Connell & Wellborn, 1990; Wentzel, 1998) have suggested that perceived

social support directly promote motivation and subsequent engagement in learning activities. According to them, supportive social partners favor the adoption of socially valued goals and objectives that motivate students to succeed and to behave in socially appropriate ways in educational contexts. In addition, Bandura (1997) suggested that social partners, through acts of verbal persuasion, increase students’ motivation.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in social support and interpersonal competency as predictors of academic achievement

Objectives of the study

1.To understand the impact of social support and competency on academic achievement

2. To understand the relationship between social support and competency and students’ academic achievement

Research questions
What is the impact of social support and competency on academic achievement.
What is the relationship between social support and competency and students’ academic achievement.