An Analytical Exploration of the Role of Perceived Teacher Support, Perceived Peer Support in Enhancing Achievement Motivation among Senior Secondary Students

Abstract

The present study examined the role of perceived teacher support and peer support in enhancing achievement motivation among senior secondary students. A quantitative correlational research design was employed. The sample comprised 230 students aged 13–18 years, selected through simple random sampling from government and private schools in the Jammu district . Standardized instruments were used to assess perceived teacher support, peer support, and achievement motivation. Data were analyzed using descriptive statistics, Pearson’s product–moment correlation, and linear regression analysis. The findings indicated that perceived teacher support had a positive and statistically significant relationship with achievement motivation. All dimensions of teacher support—emotional, informational, institutional, and appraisal—also demonstrated significant positive associations with achievement motivation. In contrast, peer support showed a negative and non-significant correlation with achievement motivation. However, teacher support and peer support were positively and significantly correlated with each other. Regression analysis revealed that teacher support significantly predicted achievement motivation among senior secondary students, highlighting its critical role in shaping students’ academic drive. The study underscores the importance of supportive teacher–student relationships in fostering achievement motivation during the senior secondary stage. The findings suggest that enhancing teacher support within classroom environments may contribute to improved student motivation and academic engagement.