1. Home
  2. Vol 48, No 2 (2021)
  3. Shanti

Friends’ Support, Motivation to Learn, Emotional Adjustment, and Academic Performance among Indonesian First-year students

Theresia Indira Shanti, J.M.A.M. Janssens, Bernadette Setiadi
(Submitted 19 March 2018)
(Published 30 August 2021)

Abstract


First-year students face academic and social challenges which will undermine their motivation to learn and emotional adjustment. Friends’ support helps them to cope which then influences their academic performance. This study aimed to investigate relations between friends’ support and academic performance, as mediated by a motivation to learn and emotional adjustment. Participants were 327 first-year university students at the end of their first year, recruited from random cluster sampling. Datawereanalyzed using Sobel Test indicated that motivation to learn and emotional adjustment fully mediated the relationship between friendship quality and academic performance, between lack of intimacy with friends and academic performance, and between conflict with friends and academic performance. Friends provide support which enables students to have discussion to solve their difficulties in facing academic challenges and to disclose their thoughts and feelings to face their emotional challenges. We recommend that further studies collect the data from students in each year and universities to design a curriculum that promotes supportive collaboration among students.

Keywords


freshmen, friends’ support, motivation to learn, emotional adjustment, academic performance

Full Text: PDF

DOI: 10.22146/jpsi.34060

References


Ahmed, W., Minnaert, A., Werf, G. van der, & Kuyper, H. (2010). Perceived Social Support and Early Adolescents’ Achievement: The Mediational Roles of Motivational Beliefs and Emotions. Journal of Youth and Adolescence 2008 39:1, 39(1), 36–46. https://doi.org/10.1007/S10964-008-9367-7

Ariani, D. W. (2017). Do Social Relationship Affects Motivation? Advances in Management & Applied Economics, 7(3), 1792–7552. https://www.researchgate.net/publication/318946151

Badan Akreditasi Nasional Perguruan Tinggi. (2019). Peraturan BAN-PT No 05 Tahun 2019 tentang Instrumen Akreditasi Program Studi.

Baron, R. M., & Kenny, D. A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research. Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173

Bayoumy, H. M. M., & Alsayed, S. (2021). Investigating relationship of perceived learning engagement, motivation, and academic performance among nursing students: A multisite study. Advances in Medical Education and Practice, 12, 351–369. https://doi.org/10.2147/AMEP.S272745

Bohlin, G., & Hagekull, B. (2009). Socio-emotional development: From infancy to young adulthood. Scandinavian Journal of Psychology, 50(6), 592–601. https://doi.org/10.1111/j.1467-9450.2009.00787.x

Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., & Wintre, M. G. (2007). The importance of friends: Friendship and adjustment among 1st-year university students. Journal of Adolescent Research, 22(6), 665–689. https://doi.org/10.1177/0743558407306344

Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 40(6), 2938–2947. https://doi.org/10.1007/s12144-019-00227-8

Ciairano, S., Rabaglietti, E., Roggero, A., Bonino, S., & Beyers, W. (2007). Patterns of adolescent friendships, psychological adjustment and antisocial behavior: The moderating role of family stress and friendship reciprocity. International Journal of Behavioral Development, 31(6), 539–548. https://doi.org/10.1177/0165025407080573

Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and Individual Differences, 20(1), 19–24. https://doi.org/https://doi.org/10.1016/j.lindif.2009.10.002

Clifton, R. A., Perry, R. P., Stubbs, C. A., & Roberts, L. W. (2004). Faculty Environments, Psychosocial Dispositions, and the Academic Achievement of College Students. Research in Higher Education, 45(8), 801–828. https://doi.org/10.1007/s11162-004-5950-2

Cole, M. S., Harris, S. G., & Feild, H. S. (2004). Stages of learning motivation: Development and validation of a measure. Journal of Applied Social Psychology, 34(7), 1421–1456. https://doi.org/10.1111/j.1559-1816.2004.tb02013.x

Conti, R. (2000). College goals: Do self-determined and carefully considered goals predict intrinsic motivation, academic performance, and adjustment during the first semester? Social Psychology of Education, 4(2), 189–211. https://doi.org/10.1023/A:1009607907509

Crawford, J. R., & Henry, J. D. (2003). The Depression Anxiety Stress Scales (DASS): Normative data and latent structure in a large non-clinical sample. British Journal of Clinical Psychology, 42(2), 111–131. https://doi.org/10.1348/014466503321903544

Datu, J. A. D., & Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among filipino high school students. Current Psychology. https://doi.org/10.1007/s12144-019-00358-y

Demaray, M. K., Malecki, C. K., Davidson, L. M., Hodgson, K. K., & Rebus, P. J. (2005). The relationship between social support and student adjustment: A longitudinal analysis. Psychology in the Schools, 42(7), 691–706. https://doi.org/10.1002/PITS.20120

Dost-Gözkan, A. (2019). Adolescents’ Conflict Resolution with Their Parents and Best Friends: Links to Life Satisfaction. Journal of Child and Family Studies, 28(10), 2854–2866. https://doi.org/10.1007/s10826-019-01465-x

Elmer, T., Boda, Z., & Stadtfeld, C. (2017). The co-evolution of emotional well-being with weak and strong friendship ties. Network Science, 5(3), 278–307. https://doi.org/10.1017/nws.2017.20

Filsecker, M., Abs, H. J., & Roczen, N. (2020). The Structure of Conflict Styles in Adolescents: Psychometric Properties of the Adapted Rahim Organizational Conflict Style Inventory - II (ROCI-II). European Journal of Psychological Assessment, 36(4), 525–536. https://doi.org/10.1027/1015-5759/A000527

Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates. Journal of College Student Development, 48(3), 259–274. https://doi.org/10.1353/CSD.2007.0024

Haber, A., & Runyon, R. P. (1984). Psychology of adjustment. The Dorsey Press.

Havewala, M., Felton, J. W., & Lejuez, C. W. (2019). Friendship Quality Moderates the Relation between Maternal Anxiety and Trajectories of Adolescent Internalizing Symptoms. Journal of Psychopathology and Behavioral Assessment 2019 41:3, 41(3), 495–506. https://doi.org/10.1007/S10862-019-09742-1

Işık, Ş., & Ergüner-Tekinalp, B. (2017). The Effects of Gratitude Journaling on Turkish First Year College Students’ College Adjustment, Life Satisfaction and Positive Affect. International Journal for the Advancement of Counselling 2017 39:2, 39(2), 164–175. https://doi.org/10.1007/S10447-017-9289-8

Kassarnig, V., Mones, E., Bjerre-Nielsen, A., Sapiezynski, P., Dreyer Lassen, D., & Lehmann, S. (2018). Academic performance and behavioral patterns. EPJ Data Science, 7(1), 10. https://doi.org/10.1140/epjds/s13688-018-0138-8

Kaur, A., & Noman, M. (2015). Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model. The Qualitative Report, 20(11), 1794–1811. https://doi.org/10.1080/13603116.2015.1090489

Keener, E., Strough, J., & DiDonato, L. (2019). Adolescents’ Endorsement of Communal and Agentic Conflict-Management Strategies with Friends and Romantic Partners. Sex Roles 2018 80:9, 80(9), 578–585. https://doi.org/10.1007/S11199-018-0961-1

Kim, M.-H., Min, S., Ahn, J.-S., An, C., & Lee, J. (2019). Association between high adolescent smartphone use and academic impairment, conflicts with family members or friends, and suicide attempts. PLOS ONE, 14(7), e0219831. https://doi.org/10.1371/journal.pone.0219831

Linden-Andersen, S., Markiewicz, D., & Doyle, A. B. (2008). Perceived similarity among adolescent friends: The role of reciprocity, friendship quality, and gender. Journal of Early Adolescence, 29(5), 617–637. https://doi.org/10.1177/0272431608324372

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335–343. https://doi.org/10.1016/0005-7967(94)00075-U

Major, D. A., Turner, J. E., & Fletcher, T. D. (2006). Linking proactive personality and the big five to motivation to learn and development activity. Journal of Applied Psychology, 91(4), 927–935. https://doi.org/10.1037/0021-9010.91.4.927

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224

McGuire, J. E., & Leaper, C. (2016). Competition, Coping, and Closeness in Young Heterosexual Adults’ Same-Gender Friendships. Sex Roles, 74(9), 422–435. https://doi.org/10.1007/s11199-015-0570-1

Mikrut, E. E., Panjwani, A. A., Cipollina, R., & Revenson, T. A. (2020). Emotional adjustment among parents of adolescents and young adults with cancer: the influence of social constraints on cognitive processing and fear of recurrence. Journal of Behavioral Medicine, 43(2), 237–245. https://doi.org/10.1007/s10865-019-00072-x

Petersen, I., Louw, J., & Dumont, K. (2009). Adjustment to university and academic performance among disadvantaged students in South Africa. Educational Psychology, 29(1), 99–115. https://doi.org/10.1080/01443410802521066

Ramsay, S., Jones, E., & Barker, M. (2007). Relationship Between Adjustment and Support Types: Youngand Mature-aged Local and International First Year University Students. Higher Education, 54, 247–265. https://doi.org/10.1007/s10734-006-9001-0

Rey, L., Extremera, N., Durán, A., & Ortiz-Tallo, M. (2013). Subjective Quality of Life of People with Intellectual Disabilities: The Role of Emotional Competence on Their Subjective Well-Being. Journal of Applied Research in Intellectual Disabilities, 26(2), 146–156. https://doi.org/10.1111/JAR.12015

Rodriguez, N., Mira, C. B., Myers, H. F., Morris, J. K., & Cardoza, D. (2003). Family or friends: Who plays a greater supportive role for Latino College students? Cultural Diversity and Ethnic Minority Psychology, 9(3), 236–250. https://doi.org/10.1037/1099-9809.9.3.236

Ryan, A. M. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), 1135–1150. https://doi.org/10.1111/1467-8624.00338

Schneider, B. H., Tomada, G., Normand, S., Tonci, E., & De Domini, P. (2008). Social support as a predictor of school bonding and academic motivation following the transition to Italian middle school. Journal of Social and Personal Relationships, 25(2), 287–310. https://doi.org/10.1177/0265407507087960

Sharififard, Asayesh, H., Hosseini, M. H. M., & Sepahvandi, M. (2020). Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students. Journal of Nursing and Midwifery Sciences, 7(2), 88–93. https://doi.org/10.4103/JNMS.JNMS_30_19

Swenson, L. M., Nordstrom, A., & Hiester, M. (2008). The Role of Peer Relationships in Adjustment to College. Journal of College Student Development, 49(6), 551–567. https://doi.org/10.1353/CSD.0.0038

Taniguchi, H. (2015). Interpersonal Mattering in Friendship as a Predictor of Happiness in Japan: The Case of Tokyoites. Journal of Happiness Studies, 16(6), 1475–1491. https://doi.org/10.1007/s10902-014-9570-z

Tsai, C. W., Shen, P. Di, & Chiang, I. C. (2020). Investigating the effects of ubiquitous self-organized learning and learners-as-designers to improve students’ learning performance, academic motivation, and engagement in a cloud course. Universal Access in the Information Society, 19(1), 1–16. https://doi.org/10.1007/s10209-018-0614-8

Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., Wallack, C., & Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39(4), 477–488. https://doi.org/10.1002/PITS.10038

United Nations. (2017). United Nations SDG -17 SDG. http://www.urbansdgplatform.org/index.msc?gclid=Cj0KCQjw3f6HBhDHARIsAD_i3D9eJqhcuPVs6arclB0f7xVOqPqdQDM2w8lBGgB1RRXzPemp7rFUS2oaAkkvEALw_wcB

Usán, P., Salavera, C., & Teruel, P. (2019). School motivation, goal orientation and academic performance in secondary education students. Psychology Research and Behavior Management, 12, 877–887. https://doi.org/10.2147/PRBM.S215641

Valente, R. R., & Berry, B. J. L. (2016). Working Hours and Life Satisfaction: A Cross-Cultural Comparison of Latin America and the United States. Journal of Happiness Studies, 17(3), 1173–1204. https://doi.org/10.1007/s10902-015-9637-5

van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). Correction to: First-year university students’ academic success: the importance of academic adjustment (European Journal of Psychology of Education, (2018), 33, 4, (749-767), 10.1007/s10212-017-0347-8). In European Journal of Psychology of Education (Vol. 33, Issue 4, p. 769). Springer. https://doi.org/10.1007/s10212-017-0364-7

Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205–234. https://doi.org/10.1007/s10734-004-6664-2

Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2018). Do Friendships Afford Academic Benefits? A Meta-analytic Study. Educational Psychology Review, 30(4), 1241–1267. https://doi.org/10.1007/s10648-018-9447-5

Wilson, I., & Madsen, S. R. (2008). The influence of maslow’s humanistic views on an employee’s motivation to learn. Journal of Applied Management and Entrepreneurship, 13(2), 46–62. https://www.proquest.com/scholarly-journals/influence-maslows-humanistic-views-on-employees/docview/203897252/se-2?accountid=48149

Wongtongkam, N. (2019). Influence of coping, self-esteem and social support on undergraduate students’ emotional distress. Health Education, 119(3), 187–201. https://doi.org/10.1108/HE-01-2019-0001

Yazedjian, A., Toews, M. L., & Navarro, A. (2009). Exploring Parental Factors, Adjustment, and Academic Achievement Among White and Hispanic College Students. Journal of College Student Development, 50(4), 458–467. https://doi.org/10.1353/CSD.0.0080

Yu, F. Y., Wu, W. S., & Huang, H. C. (2018). Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions. Asia-Pacific Education Researcher, 27(5), 395–408. https://doi.org/10.1007/s40299-018-0398-x

Yu, R., Branje, S. J. T., Keijsers, L., & Meeus, W. H. J. (2014). Personality Types and Development of Adolescents’ Conflict with Friends. European Journal of Personality, 28(2), 156–167. https://doi.org/10.1002/per.1913

Yu, S., & Levesque-Bristol, C. (2018). Are students in some college majors more self-determined in their studies than others? Motivation and Emotion, 42(6), 831–851. https://doi.org/10.1007/s11031-018-9711-5


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2021 Jurnal Psikologi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.