The Role of Parent and Teacher Support in Adolescents’ Academic Development: Results from a 4-Year Longitudinal Study

Theoretical models, such as expectancy-value theory and self-determination theory, suggest that the social context is vital for achievement-related motivation, behavior, and academic achievement. In line with this assumption, previous studies found that support provided by parents and teachers plays a critical role in students’ academic development. However, prior research on effects of the social context has often only referred to either parents or teachers and was limited to single support facets rather than considering both academic and emotional qualities. Hence, this study aims to provide comprehensive insights into the relevance of academic and emotional support from both interaction partners. Most importantly, knowledge of potential shifts in parents’ and teachers’ importance over time is still lacking. To address these gaps and contribute to developmental theorizing, the present study will analyze data from approximately 3,500 adolescents from Germany who participated at four measurement time points (yearly assessments from fifth to eighth grade). We will use longitudinal structural equation modelling to investigate whether parent and teacher support predict changes in adolescents’ self-concept of academic aptitude, academic identification with school, school satisfaction, truancy, and achievement on standardized tests. We will also examine whether the importance of parents and teachers varies over time.