Academic support from parents, teachers, and peers: Relation to Hong Kong adolescents' academic behavior and achievement

Research has substantiated that parents, teachers, and peers are important sources of academic support to student achievement. However, few studies have investigated these three sources of influence in a single study. Previous research has also not yet considered academic behavior, despite its importance, as playing a mediating role in the effects of academic support from parents, teachers, and peers on student achievement. To address these gaps in the literature, this investigation tested a model hypothesizing that academic behavior mediates the effects of perceived support from parents, teachers, and peers on student achievement. To extend this research, the current investigation also tested whether this model held true across gender and grade levels. Major analyses were conducted using structural equation modeling.;The participants were 270 students (mean age = 15.41 years, range = 14--20 years) from three grade levels (Forms 3--5, equivalent to Grades 9--11 in the U.S.) in a Hong Kong secondary school. Data were collected using a self-report questionnaire, including a demographic profile and four scales assessing students' perceptions of the availability of (1) parental support, (2) teacher support, (3) peer support, and (4) their own academic behavior. Academic achievement was measured by self-reported grades in math, English, and Chinese.;As hypothesized, academic behavior played a significant mediating role in the effects of academic support from parents, teachers, and peers on achievement for all students. However, peer support exerted no significant indirect effect on achievement (through academic behavior) for either gender. Perceived academic support from parents and teachers did exert significant indirect effects on achievement, but these effects were significant only for female students. Furthermore, the findings of grade-level differences clarified that perceived academic support from parents significantly affected achievement by influencing academic behavior only for Form 3 students. Findings of this research are interpreted with respect to four main areas: (1) socio-cultural values; (2) relationship dynamics with parents, teachers, and peers; (3) gender socialization and bias; and (4) developmental influences. Suggestions for enhancing home-school partnerships are discussed. Recommendations for improving pedagogical practices and parental involvement by considering gender as well as developmental differences of students are also provided.