Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

Bokhorst, Caroline L.; Sumter, Sindy R.; Westenberg, P. Michiel

doi:10.1111/j.1467-9507.2009.00540.x

Cited by 372 publications

(363 citation statements)

References 20 publications

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“…Boys reported a higher degree of participation in the classroom and greater teacher support, in contrast to the findings of Bokhorst et al . [42], who found that girls had more teacher support than boys. One explanation of why the present study shows a contradictory result might have to do with the way the variable was measured.…”

Section: Discussionmentioning

confidence: 99%

Participation and support – associations with Swedish pupils’ positive health

Warne

Snyder

Gådin

2017

International Journal of Circumpolar Health

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From the perspective of salutogenesis, schools have opportunities to create supportive environments for health and well-being, but there is a need for more knowledge about positive health determinants in the school setting. The aim of this study was to analyse adolescents’ self-reported positive health and its association with supportive factors in the school environment. Data was derived from a cross-sectional study in which pupils were aged 12–16 (n=1527). A positive health scale was used to examine the association of positive health with the following determinants: classroom participation; teacher support; peer support; parental support; and personal relative affluence. Data was analysed with multiple logistic regression. The results showed that positive health was associated with classroom participation and support from teachers and parents more commonly among boys than girls. All determinants were significantly associated with pupils’ positive health. The conclusion is that students’ positive health is strongly associated with support from the school. Classroom participation and support are major concerns for the health of pupils, and it is essential to develop these aspects of the school environment.

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Section: Discussionmentioning

confidence: 99%

Participation and support – associations with Swedish pupils’ positive health

Warne

Snyder

Gådin

2017

International Journal of Circumpolar Health

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“…Por todo lo anterior, diversos estudios concluyen que el apoyo social percibido por los estudiantes puede reducir el efecto negativo de la victimización entre pares (Zhang et al, 2012). En esta misma línea, existen investigaciones que han demostrado el impacto de padres, amigos, profesores y compañeros de clase sobre las conductas conflictivas y desajuste escolar, en favor del desarrollo positivo de los adolescentes (Bokhorst, Sumter & Westenberg, 2010;Demaray & Malecki, 2002;Moreno Ruiz, Estévez López, Murgui Pérez & Musitu Ochoa, 2009), confirmando el impacto del apoyo social en las conductas individuales y grupales.…”

Section: Apoyo Social Y Victimización Entre Paresunclassified

Victimización de Pares y Satisfacción con la Vida: La Influencia del Apoyo de Profesores y Compañeros de la Escuela

et al. 2016

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La violencia entre pares afecta negativamente la salud mental de los estudiantes. La literatura señala que la satisfacción con la vida es uno de los factores que puede verse mayormente afectado. No obstante, pueden existir factores que atenúen estos efectos negativos. La presente investigación indagó en la influencia que tiene el apoyo de profesores y pares en la escuela sobre la satisfacción con la vida en estudiantes que reportan agresiones de sus pares. El estudio censal incluyó a 5.527 estudiantes de 4° a 8° grado de educación básica de 44 establecimientos municipales de una comuna de la Región de Valparaíso, Chile. Usando cuestionarios autoaplicados de la encuesta "La Convivencia en mi Escuela", cuyos datos se analizaron usando modelos de ecuaciones estructurales, se encontró que el apoyo social de los profesores tiene un efecto más importante que el de los pares como mediador en la relación inversa entre victimización entre pares y satisfacción con la vida de los estudiantes. Estos hallazgos son discutidos respecto del papel mediador de los profesores en la victimización entre pares.Palabras clave: victimización, satisfacción vital, apoyo social, bienestar, bullying Violence among peers has a negative effect on students' mental health. The literature indicates that life satisfaction is one of the factors on which peer violence could have a major effect. Nevertheless, some factors may attenuate this negative impact. This study analyzed the influence of teacher and peer support on the relation between students' peer victimization and life satisfaction. The sample included 5,527 students from grades 4 through 8 attending municipal schools in one district of the Region of Valparaíso, Chile. Using self-report questionnaires taken from the survey "Coexistence in my School", whose data was analyzed with structural equation modeling, it was observed that teacher social support has a greater effect than peer social support as a mediator in the inverse relationship between students' peer victimization and life satisfaction. These findings are discussed in terms of the mediating role of teachers in reducing the effects of peer victimization. La correspondencia relativa a este artículo debe ser dirigida a Boris Villalobos-Parada, PACES, Keywords

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“…Friends in particular are an important source of social support for many adolescents (e.g., Bokhorst, Sumter, & Westenberg, 2010) and increasingly gain importance during adolescence (e.g., Scholte & Van Aken, 2006). However, for contemporary youth, the notion of perceived friend support may have changed, due to the emergence and widespread use of SNSs.…”

Section: Active Facebook Use -Perceived Online Social Support -Depresmentioning

confidence: 99%

Exploring the Relationships Between Different Types of Facebook Use, Perceived Online Social Support, and Adolescents’ Depressed Mood

Frison

Eggermont

2015

Social Science Computer Review

377

378

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This study aims to provide a deeper understanding of the relationships between different types of Facebook use, perceived online social support, and boys’ and girls’ depressed mood. To address this aim, this study (N = 910) developed a comprehensive model that (1) differs between specific types of Facebook use, (2) examines the mediating role of perceived online social support, and (3) takes adolescent users’ gender into account. Structural equation modeling showed that the harmful impact of Facebook use exclusively occurs among girls who passively use Facebook and among boys who actively use Facebook in a public setting. Girls, however, who actively use Facebook, either in a public setting or in a private setting and subsequently perceive online social support, benefit from actively using Facebook, as perceived online social support negatively predicted girls’ depressed mood. The discussion focuses on the explanation and understanding of these findings, key limitations, and directions for future research.

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Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

Cited by 372 publications

References 20 publications

Participation and support – associations with Swedish pupils’ positive health

Participation and support – associations with Swedish pupils’ positive health

Victimización de Pares y Satisfacción con la Vida: La Influencia del Apoyo de Profesores y Compañeros de la Escuela

Exploring the Relationships Between Different Types of Facebook Use, Perceived Online Social Support, and Adolescents’ Depressed Mood

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