The effect of teacher, parental, and peer support on later grade point average: The mediating roles of self‐beliefs.

The present study investigates how perceived support from peers, parents, and teachers influences later academic performance and if academic self‐efficacy and entity intelligence beliefs mediate this association in a sample of early secondary school students. Data were collected from 750 Norwegian students in lower secondary school at two‐time points (8th and 10th grade). All support variables were positively associated with academic self‐efficacy but not entity intelligence beliefs. Academic self‐efficacy was positively associated with GPA in 10th grade, while entity intelligence beliefs were negatively associated. The only mediation effect observed was between teacher support and GPA through academic self‐efficacy. The study offers knowledge about mechanisms of support and later GPA, emphasizing the vital role of teachers in promoting academic self‐efficacy and, in turn, improving academic performance for young adolescents. Entity intelligence beliefs hamper GPA, but more research is needed to ascertain its effect on academic performance. Highlights: Peer, parental, and teacher support was positively associated with academic self‐efficacy.Academic self‐efficacy and entity intelligence beliefs predicted grade point average 2 years later.Academic self‐efficacy was an explanatory factor between teacher autonomy support and later GPA. [ABSTRACT FROM AUTHOR]