Purpose Trajectories During Middle Adolescence: The Roles of Family, Teacher, and Peer Support

Chen, Hung‐Yang; Chiou, Hawjeng; Cheng, Chi‐Hung

doi:10.1007/s10964-021-01548-3

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…Life satisfaction is generally related to mental health. Previous studies illustrated the relationship between life satisfaction and depression in youth [ 46 ]. Seo et al [ 26 ] found that life satisfaction was negatively associated with depression and had an indirect effect on reducing depression.…”

Section: Discussionmentioning

confidence: 99%

Psychological Factors Influencing Achievement of Senior High School Students

Kienngam

Maneeton

et al. 2022

Healthcare

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Numerous factors are proposed to affect high school students’ academic achievement; however, these factors may not reveal all possible causal relationships. This study conducted path analysis to examine the direct and indirect effects of interpersonal relationships, life satisfaction, self-esteem, anxiety, and depression on the academic achievement of senior high school students. Two hundred and eighty-five students from five schools in Chiang Mai, Thailand, aged 14–19 years, were included for data analysis. The fit indices of all models were in agreement with the empirical data. Anxiety levels had a significantly positive direct effect on achievement, whereas depression had a negative direct effect on achievement. Additionally, self-esteem, life satisfaction, and interpersonal relationships had negative indirect effects on depression and anxiety. A program that stimulates the optimal and appropriate level of anxiety may be useful. An appropriate level of anxiety appeared positively related to academic achievement, but a high level of anxiety relatively influenced the incidence of depression. Thus, encouraging self-esteem, interpersonal relationships, and life satisfaction can promote academic ability and decrease the risk of depression. Further well-designed and large sample-size studies should be conducted to confirm these findings. The interplay of all studied factors may account for the variation in academic achievement, depression, and anxiety of 11.60%, 42.80%, and 17.60%, respectively.

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Section: Discussionmentioning

confidence: 99%

Psychological Factors Influencing Achievement of Senior High School Students

Kienngam

Maneeton

et al. 2022

Healthcare

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“…For higher vocational college students with vocational high school backgrounds, instrumental peer support (e.g., academic guidance and experience sharing), had a critical effect on their academic development [56]. This support directly addressed their need for specific, practical resources [57] and provided them with the confidence and motivation to achieve their academic goals, thus positively contributing to their academic hopes. In contrast, for higher vocational college students from general high schools may face academic and personal development pressures of a different nature and rely more on emotional support from peers to cope with these challenges [58].…”

Section: The Moderating Effect Of Educational Backgroundsmentioning

confidence: 99%

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

Zhu,

Lu,

2024

Preprint

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Perceived peer support is a critical factor in the academic adjustment of higher vocational college students. While previous studies have explored this relationship, few studies have delved into the underlying mechanisms. This study surveyed 9782 students from 35 higher vocational colleges in 13 provinces and cities in China to explore the relationship and mechanisms between perceived peer support and academic adjustment. Drawing on Conservation of Resources theory and Social Support Resource theory, the findings revealed that perceived peer support not only directly predicted the academic adjustment of higher vocational college students, but also indirectly through the independent mediating effect of academic hope and professional identity, as well as the chain-mediating effect of academic hope to professional identity. Additionally, students from vocational high schools showed a more significant increase in academic hope due to perceived peer support compared to those from general high schools, highlighting the moderating effect of educational background. The study provided a new theoretical perspective for understanding the complex mechanisms of academic adjustment in students and offers valuable guidance for educational practice, emphasizing the importance of fostering perceived peer support, academic hope, and professional identity in higher vocational education.

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Purpose Trajectories During Middle Adolescence: The Roles of Family, Teacher, and Peer Support

Cited by 2 publications

References 31 publications

Psychological Factors Influencing Achievement of Senior High School Students

Psychological Factors Influencing Achievement of Senior High School Students

The Relationship Between Perceived Peer Support and Academic Adjustment Among Higher Vocational College Students: The Chain-Mediating Effect of Academic Hope and Professional Identity and the Moderating Effect of Educational Background

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