Social support by teacher and motivational profile of Higher Education students

  1. Juan Antonio Moreno Murcia 1
  2. Miguel Corbí Santamaría 2
  1. 1 Universidad Miguel Hernández de Elche

    Universidad Miguel Hernández de Elche

    Elche, España


  2. 2 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


Psychology, Society & Education

ISSN: 1989-709X

Year of publication: 2021

Volume: 13

Issue: 1

Pages: 9-25

Type: Article

DOI: 10.25115/PSYE.V1I1.2658 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Psychology, Society & Education


Cited by

  • Scopus Cited by: 1 (13-03-2023)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.209
  • Best Quartile: Q3
  • Area: Clinical Psychology Quartile: Q3 Rank in area: 220/302
  • Area: Education Quartile: Q3 Rank in area: 1009/1381
  • Area: Sociology and Political Science Quartile: Q3 Rank in area: 772/1327
  • Area: Social Psychology Quartile: Q4 Rank in area: 245/298

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 0.840
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 51/228
  • Field: PSICOLOGÍA Quartile: C2 Rank in field: 32/111


  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 1.0
  • Area: Sociology and Political Science Percentile: 49
  • Area: Education Percentile: 34
  • Area: Clinical Psychology Percentile: 29
  • Area: Social Psychology Percentile: 19

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.25
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 160/211


Currently, educational trends show how cognitive and affective-motivational integration are presented as key factors in the students’ learning process. Therefore, the social supportiveness that students receive from teachers can play an important role in motivation towards learning, developing intrinsic motivations which favor their commitment. This study presents the validation of a measuring instrument to Spanish context about how the university students perceive the teacher social supportiveness and how it relates to motivational profiles. The sample had 396 university students (305 men and 91 women), 22.87 years average age, to whom social supportiveness and academic motivation were measured. After the analyses, The Interpersonal Behavior Scale showed adequate psychometric measures. Three motivational profiles were found. The data showed that students with a high self-determined profile present higher values in social supportiveness than those with a less self-determined profile. It’s expected these results support the evidence to train motivating teachers related with a positive impact on the students' learning process.

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