The effect of perceived social support and achievement motive on hopelessness
The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4t...
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| Published in | Shinrigaku kenkyū Vol. 68; no. 3; pp. 197 - 202 |
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| Main Authors | , |
| Format | Journal Article |
| Language | Japanese |
| Published |
Japan
The Japanese Psychological Association
01.08.1997
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0021-5236 1884-1082 1884-1082 |
| DOI | 10.4992/jjpsy.68.197 |
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| Abstract | The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4th through 6th graders children. The second examined the joint effect of achievement motive and perceived social support on the tendency to feel hopeless, with 410 children of the same age group. Results confirmed that the two-factor structure was indeed appropriate for an achievement motive scale, and that self-fulfilment achievement motive was a moderating variable of the relationship between perceived social support and hopelessness. |
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| AbstractList | The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4th through 6th graders children. The second examined the joint effect of achievement motive and perceived social support on the tendency to feel hopeless, with 410 children of the same age group. Results confirmed that the two-factor structure was indeed appropriate for an achievement motive scale, and that self-fulfilment achievement motive was a moderating variable of the relationship between perceived social support and hopelessness. The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4th through 6th graders children. The second examined the joint effect of achievement motive and perceived social support on the tendency to feel hopeless, with 410 children of the same age group. Results confirmed that the two-factor structure was indeed appropriate for an achievement motive scale, and that self-fulfillment achievement motive was a moderating variable of the relationship between perceived social support and hopelessness.The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4th through 6th graders children. The second examined the joint effect of achievement motive and perceived social support on the tendency to feel hopeless, with 410 children of the same age group. Results confirmed that the two-factor structure was indeed appropriate for an achievement motive scale, and that self-fulfillment achievement motive was a moderating variable of the relationship between perceived social support and hopelessness. The purpose of this study was to investigate the effect of achievement motive on the relationship between perceived social support and hopelessness in elementary school children. Two surveys were administered. The first examined the reliability and validity of an achievement motive scale with 273 4th through 6th graders children. The second examined the joint effect of achievement motive and perceived social support on the tendency to feel hopeless, with 410 children of the same age group. Results confirmed that the two-factor structure was indeed appropriate for an achievement motive scale, and that self-fulfillment achievement motive was a moderating variable of the relationship between perceived social support and hopelessness. |
| Author | Mori, Kazuyo Horino, Midori |
| Author_xml | – sequence: 1 fullname: Horino, Midori organization: Jumonji University – sequence: 1 fullname: Mori, Kazuyo organization: Obirin Junior College |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/9394429$$D View this record in MEDLINE/PubMed |
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| References | 堀野緑・森和代 1991 抑うつとソーシャルサポートとの関連に介在する達成動機の要因 教育心理学研究, 39, 308-315. 森和代・堀野緑 1992 児童のソーシャルサポートに関する一研究 教育心理学研究, 40, 402-410. Beck, A. T., Weissman, A., Lester, D., & Trexler, L. 1974 The measurement of pessimism: The hopelessness scale. Journal of Consulting and Clinical Psychology, 42, 861-865. 嶋田洋徳 1993 児童の心理的ストレスとそのコーピング過程: 知覚されたソーシャルサポートとストレス反応の関連 ヒューマンサイエンスリサーチ, 2, 27-44. Barnett, P. A., & Gotlib, I. H. 1988 Psychosocial functioning and depression: Distinguishing among antecedents, concomitants and conseuences. Psychological Bulletin, 104, 97-126. Karabenick, S. A., & Sharma, R. 1994 Perceived teacher support questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86, 90-103. Dweck, C. S. 1986 Motivational processes affecting learning. American Psychologist, 41, 1040-1048. Nicholls, J. G. 1984 Conceptions of ability and achievement motivation, In R. Ames & C. Ames (Eds.), Research on motivation in education. Vol. 1. New York: Academic Press. 土井聖陽 1982 達成動機の二次元説 -親和的達成動機と非親和的達成動機- 心理学研究, 52, 344-350. Ames, C. 1992 Classrooms: Goals; structures, and student motivation. Journal of Educational Psychology, 84, 261-271. 深谷昌志 1990 無力化する子どもたち 日本放送出版協会 Barrera, M., Jr., & Garrison-Jones, C. 1992 Family and peer social support as specific correlates of adolescent depressive symptoms. Journal of Abnormal Child Psychology, 20, 1-16. 堀野緑 1987 達成動機の構成概念の再検討 教育心理学研究, 35, 148-154. Scott, W. A., Scott, R., & McCabe, M. 1991 Family relationships and children's personality: A crosscultural, cross-source comparison. British Journal of Social Psychology, 30, 1-20. Rotter, J. B. 1966 Generalized expectancies for internal versus external control of reinforcement. Psychological Monograph, 80, 1-28. Seligman, M. E. P. 1975 Helplessness: On depression, development and death. San Francisco: W. H. Freeman. Eckenrode, J. 1983 The mobilization of social supports: Some individual constraints. American Journal of Community Psychology, 11, 509-528. 桜井茂男 1989 児童の絶望感と原因帰属との関係心理学研究, 60, 304-311. |
| References_xml | – reference: Seligman, M. E. P. 1975 Helplessness: On depression, development and death. San Francisco: W. H. Freeman. – reference: Beck, A. T., Weissman, A., Lester, D., & Trexler, L. 1974 The measurement of pessimism: The hopelessness scale. Journal of Consulting and Clinical Psychology, 42, 861-865. – reference: 堀野緑・森和代 1991 抑うつとソーシャルサポートとの関連に介在する達成動機の要因 教育心理学研究, 39, 308-315. – reference: Nicholls, J. G. 1984 Conceptions of ability and achievement motivation, In R. Ames & C. Ames (Eds.), Research on motivation in education. Vol. 1. New York: Academic Press. – reference: 深谷昌志 1990 無力化する子どもたち 日本放送出版協会 – reference: Rotter, J. B. 1966 Generalized expectancies for internal versus external control of reinforcement. Psychological Monograph, 80, 1-28. – reference: 桜井茂男 1989 児童の絶望感と原因帰属との関係心理学研究, 60, 304-311. – reference: Scott, W. A., Scott, R., & McCabe, M. 1991 Family relationships and children's personality: A crosscultural, cross-source comparison. British Journal of Social Psychology, 30, 1-20. – reference: Barnett, P. A., & Gotlib, I. H. 1988 Psychosocial functioning and depression: Distinguishing among antecedents, concomitants and conseuences. Psychological Bulletin, 104, 97-126. – reference: Barrera, M., Jr., & Garrison-Jones, C. 1992 Family and peer social support as specific correlates of adolescent depressive symptoms. Journal of Abnormal Child Psychology, 20, 1-16. – reference: Dweck, C. S. 1986 Motivational processes affecting learning. American Psychologist, 41, 1040-1048. – reference: 堀野緑 1987 達成動機の構成概念の再検討 教育心理学研究, 35, 148-154. – reference: Eckenrode, J. 1983 The mobilization of social supports: Some individual constraints. American Journal of Community Psychology, 11, 509-528. – reference: Ames, C. 1992 Classrooms: Goals; structures, and student motivation. Journal of Educational Psychology, 84, 261-271. – reference: 土井聖陽 1982 達成動機の二次元説 -親和的達成動機と非親和的達成動機- 心理学研究, 52, 344-350. – reference: 嶋田洋徳 1993 児童の心理的ストレスとそのコーピング過程: 知覚されたソーシャルサポートとストレス反応の関連 ヒューマンサイエンスリサーチ, 2, 27-44. – reference: Karabenick, S. A., & Sharma, R. 1994 Perceived teacher support questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86, 90-103. – reference: 森和代・堀野緑 1992 児童のソーシャルサポートに関する一研究 教育心理学研究, 40, 402-410. |
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| SubjectTerms | Achievement achievement motive Child competition Female hopelessness Humans Male Motivation Personal Satisfaction Psychology, Child self-fulfilment Social Support |
| Title | The effect of perceived social support and achievement motive on hopelessness |
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