Purpose

This study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.

Design/methodology/approach

Using a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.

Findings

Bivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.

Research limitations/implications

The main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.

Practical implications

The research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.

Originality/value

This study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

中文翻译：

---

家庭和同伴的学术社会支持能预测一年级大学生的学业动机和成就吗？

目的

本研究将家庭和同伴的学业社会支持与学业动机和第一学期 GPA 相关联。

设计/方法/方法

使用相关设计，468 名第一学期的大学生完成了在线调查。人口特征、高中 GPA 和第一学期 GPA 是从机构数据中收集的，并与学生调查回复相关联。

发现

双变量和多元回归分析表明，家庭和同伴的学术社会支持可以预测学术动机和第一学期的 GPA。确定的关系是中小型的，具有理论和实质性的兴趣。

研究限制/影响

该研究的主要局限性是测量是自我报告的并且研究是相关的，后者限制了因果推论的强度。然而，该研究进一步了解了大学生的家庭和同伴社会支持对学业动机和成就的重要性。

实际影响

该研究对高等教育开发项目以改善家庭和同伴社会支持具有实际意义。如果未来的研究建立了因果关系，增强家庭和同伴学术支持的干预措施可能有助于促进学术动机。此外，鼓励家庭广泛讨论学术话题可能对历史上代表性不足的学生的学术自我效能和成就而言是无效的。

原创性/价值

这项研究通过建立具有学术动机的家庭和同伴支持之间的关系，对文献做出了独特的贡献。确定了家庭和同伴支持之间的统计相互作用以及预测学术动机的人口统计学特征。如果相互作用是可复制的，那么这些发现为未来的相关性和干预研究提供了途径。