From Social Support to Adolescents’ Subjective Well-Being: the Mediating Role of Emotion Regulation and Prosocial Behavior and Gender Difference

Social Support and Loneliness as Predictors of Depression in Early Adolescents in Palu City

“…Social support in this category is likely to be gender-related, as the majority of respondents in this study were female. This is consistent with the findings of Li et al, [27], who found that adolescent girls were more accepting of social support. This is because adolescent females employ a greater variety of strategies to obtain social support than males.…”

Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

“…In this field, research has reported separately the influence of certain elements of social competence on well-being and vice versa. Examples of this are provided by the results showing the influence on positive functioning, flourishing, mental health, self-esteem, or Ryff's PWB dimensions of factors such as social skills (Romppanen et al, 2021), prosociality (Demirci, 2020;Hui et al, 2020;Li et al, 2021;Son & Padilla-Walker, 2020), the ability to manage emotions (Garland et al, 2015;Tommasi et al, 2017), social acceptance and adherence to social rules (Tommasi et al, 2017;Zhang et al, 2014), perceived peer support (Fernández-Zabala et al, 2020), or perceived social efficacy (Cicognani, 2011;Demirci, 2020). To this overview should be added those studies which have suggested that aspects related to wellbeing, such as satisfaction with life, positive affect, high self-esteem or low levels of school burnout and depressive symptoms, can contribute to psychosocial adjustment, fostering the establishment of more meaningful bonds, an improvement in cooperation skills (Agbaria, 2020;Backman, 2016;Holopainen et al, 2012), and better social interactions (Shin et al, 2011), characterized by empathy, prosocial behaviour, understanding, cooperation or better conflict resolution, thus acting as a protective factor against adjustment problems or psychopathology (Davis & Suveg, 2013).…”

“…Successful interaction with peers has been proposed as a major predictor of mental health during adolescence (Rose-Krasnor & Denham, 2009), and it has even been suggested that it constitutes one of the main components of healthy functioning and development (Romppanen et al, 2021), and quality of life (Klein & Englund, 2021). As regards the specific dimensions, prosocial behaviour seems to be a key element for adolescent well-being (Li et al, 2021;Son & Padilla-Walker, 2020), as well as being a driving force of psychological functioning (Demirci, 2020;Hui et al, 2020). Emotional management and regulation have been identified as crucial to ensure positive social development (Gómez-Ortiz et al, 2017;Morrish et al, 2018), and have been found to be positively associated with a meaningful life, flourishing (Garland et al, 2015), self-acceptance, positive relationships, personal growth, purpose in life, environmental mastery and autonomy (Tommasi et al, 2017).…”

School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender

“…Therefore, self-esteem development is becoming more sensitive to social influences in collectivistic cultures (Li, 2012). On the other hand, in Turkey where the central examinations are dominant, there is a deeply rooted tradition to emphasize and demand academic achievement.…”

“…For example, a recent study of adolescents aged 14–15, which agrees with previous papers, found that boys display less active engagement in school than girls (Bang et al, 2020). Moreover, girls are generally more likely than boys to show higher levels of prosocial behavior (Li et al, 2020), to be academically more motivated (Bugler et al, 2015), to participate in extracurricular activities (Meier et al, 2018), and to report higher school connectedness (He et al, 2019). Boy students compared with girls are more likely to trespass school rules, reject school values, and be more laid back at school (Demanet et al, 2013).…”