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The influence of interpersonal relationships on school adaptation among Chinese university students during COVID-19 control period: Multiple mediating roles of social support and resilience

“…Numerous studies have shown the quality of students’ interpersonal relationships can effectively predict their levels of school adaptation ( Zeng et al., 2010 ; Zhang et al., 2014 ). In addition, such associations have been closely related to students’ experience of social support ( Gumpel and Ish-Shalom, 2003 ; Malecki and Demaray, 2003 ; Sun et al., 2014 ), and students’ reported levels of social support could also significantly predict their level of school adaptation ( Du and Cai, 2014 ; Peng et al., 2011 ). Consistent with these previous studies, the current study found that students’ reports of their interpersonal relationships, social support, and school adaptation were notably intercorrelated and that social support mediated the association between interpersonal relationship quality and school adaptation within our sample.…”

“…The quality of students’ interpersonal relationships is also likely to influence their experience of social support in one of two main ways: (a) through provision of a variety of resources (i.e., trust and security) and (b) by influencing cognition, emotions, and actions but without explicitly aiming to help ( Cohen et al., 2000 ). On the other hand, individuals who report having poor quality of relationships with others were less likely to experience adequate support from these relationships ( Gumpel and Ish-Shalom, 2003 ; Malecki and Demaray, 2003 ; Zhang et al., 2015 ). Previous studies found that the receipt of social support from family, friends, teachers, and social groups is related to college students’ reports of fewer psychological problems ( Elliott and Gramling, 1990 ), whereas the lack of social support has been associated with various indicators of psychological distress (i.e., depression, loneliness) ( Eskin, 2003 ).…”