SOCIAL Support and Adolescence Purpose as Precursors of Assessment Engagement of STUDENTS

Abstract

This study aimed to determine the influence of social support and adolescent purpose on assessment engagement among senior high school students. A quantitative research design using the descriptive-correlational method was employed. Adapted, validated, and pilot-tested instruments measured the levels of social support, adolescent purpose, and assessment engagement. Mean, standard deviation, Pearson correlation, and multiple regression were used for statistical analysis. Findings revealed that the levels of social support, adolescent purpose, and assessment engagement were high, indicating that these are often experienced, manifested, and observed among senior high school students. Meanwhile, both social support and adolescent purpose showed significant, moderate, positive relationships with assessment engagement. Moreover, the combination of these two predictors significantly influenced students' assessment engagement.