How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience
Zhenyu Li,
Qiong Li
Abstract:This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher… Show more
“…Furthermore, this finding supports other related studies, which, although do not examine teachers' resilience and work meaning as mediators (as in the present study), however, these studies could imply the mediating role of these variables. Specifically, these studies conclude that teachers' resilience and work meaning could be perceived both as outcomes of school-related factors (colleague support, school belonging) (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020) and as negative predictors of teachers' intention to quit (Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021).…”
Section: Discussionmentioning
confidence: 98%
“…Thus, further confirmative findings are needed. Also, it is worth mentioning that the psychosocial variables related to the school context, such as school belonging and colleague support, have been reported as contributors to positive feelings, such as resilience (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020).…”
Section: School-related and Individualmentioning
confidence: 99%
“…2) For heterosexual teachers, colleague support and school belonging (as schoolrelated factors) positively contribute to their intention to quit, both directly (Hypothesis 2a; López et al, 2020;Merida-Lopez et al, 2022;Vekeman et al, 2017) and indirectly through the positive mediating role of teachers' resilience and work meaning (Hypothesis 2b; Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020). A related hypothesis for homosexual teachers could not be formulated, due to the lack of related findings.…”
Section: Rationale Aim and Hypotheses Of The Present Studymentioning
Research Background: In international literature, intention to quit their profession is significantly under-investigated for elementary school teachers, and especially for those who belong to sexually minority groups. Furthermore, it is still unclear if school-related and individual factors contribute in a differentiated way to heterosexual and homosexual teachers' intention to quit. Aim: The present study aimed to investigate comparatively intention to quit between heterosexual and homosexual elementary school teachers. Also, the role of school-related (school belonging, colleague support) and individual contributors (teachers' resilience, working value) in their intention to quit was co-examined, through an explanatory mediation model, for both teacher subgroups. Method: Overall, 295 teachers (N = 151 heterosexual [43% women] and N = 144 homosexual [56% women]) completed online a self-report questionnaire, which included scales related to the variables involved. Results: The findings showed that homosexual teachers' intention to quit was above average, and it was expressed to a greater extent, compared to heterosexual teachers. Furthermore, in the relationship between school-related factors (colleague support, school belonging) and teachers' intention to quit, teachers resilience and work meaning proved full mediators in the case of heterosexual teachers and partial mediators in the case of homosexual teachers. Conclusions: The findings imply the necessity to strengthen underlying psychological mechanisms in the school environment as well as during teachers' undergraduate studies. These actions could be protective of teachers' intention to quit and primarily for those who belong to sexually minority groups.
“…Furthermore, this finding supports other related studies, which, although do not examine teachers' resilience and work meaning as mediators (as in the present study), however, these studies could imply the mediating role of these variables. Specifically, these studies conclude that teachers' resilience and work meaning could be perceived both as outcomes of school-related factors (colleague support, school belonging) (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020) and as negative predictors of teachers' intention to quit (Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021).…”
Section: Discussionmentioning
confidence: 98%
“…Thus, further confirmative findings are needed. Also, it is worth mentioning that the psychosocial variables related to the school context, such as school belonging and colleague support, have been reported as contributors to positive feelings, such as resilience (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020).…”
Section: School-related and Individualmentioning
confidence: 99%
“…2) For heterosexual teachers, colleague support and school belonging (as schoolrelated factors) positively contribute to their intention to quit, both directly (Hypothesis 2a; López et al, 2020;Merida-Lopez et al, 2022;Vekeman et al, 2017) and indirectly through the positive mediating role of teachers' resilience and work meaning (Hypothesis 2b; Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020). A related hypothesis for homosexual teachers could not be formulated, due to the lack of related findings.…”
Section: Rationale Aim and Hypotheses Of The Present Studymentioning
Research Background: In international literature, intention to quit their profession is significantly under-investigated for elementary school teachers, and especially for those who belong to sexually minority groups. Furthermore, it is still unclear if school-related and individual factors contribute in a differentiated way to heterosexual and homosexual teachers' intention to quit. Aim: The present study aimed to investigate comparatively intention to quit between heterosexual and homosexual elementary school teachers. Also, the role of school-related (school belonging, colleague support) and individual contributors (teachers' resilience, working value) in their intention to quit was co-examined, through an explanatory mediation model, for both teacher subgroups. Method: Overall, 295 teachers (N = 151 heterosexual [43% women] and N = 144 homosexual [56% women]) completed online a self-report questionnaire, which included scales related to the variables involved. Results: The findings showed that homosexual teachers' intention to quit was above average, and it was expressed to a greater extent, compared to heterosexual teachers. Furthermore, in the relationship between school-related factors (colleague support, school belonging) and teachers' intention to quit, teachers resilience and work meaning proved full mediators in the case of heterosexual teachers and partial mediators in the case of homosexual teachers. Conclusions: The findings imply the necessity to strengthen underlying psychological mechanisms in the school environment as well as during teachers' undergraduate studies. These actions could be protective of teachers' intention to quit and primarily for those who belong to sexually minority groups.
“…These two distinct samples, with their own cultures and contexts, may well be expected to show distinct relationships between variables. For instance, community adults may access more diverse social support networks than first-year psychology students, affecting perceptions of resilience (Li & Li, 2024). Moreover, varying life circumstances, such as academic pressures for students and workrelated stress for adults, could interact with levels of optimism and overall wellbeing (Lee et al, 2022).…”
Authenticity was proposed as a potential addition to the Psychological Capital construct several years ago, but the PsyCap model has not yet been expanded. We review the theoretical and empirical support for the inclusion of authenticity and test this proposal in two studies. Study 1 examines the structural model of A-HERO (Authenticity, Hope, Efficacy, Resilience, Optimism) as an extended representation of the PsyCap construct. Study 2 tests the extent to which A-HERO may explain well-being. CFA demonstrates that the addition of authenticity provides slight improvement in overall PsyCap model fit. Hierarchical regression shows that the addition of authenticity to the PsyCap model improves the explanation of well-being, with beta values of comparable size to optimism and greater than efficacy. We therefore recommend that authenticity be included in PsyCap to provide a more holistic understanding of personal resources and to enable the further identification of interactions and potential synergies amongst A-HERO components.
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