Literaturnachweis - Detailanzeige
Autor/inn/en | Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi; Rautanen, Pihla |
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Titel | Primary and Lower Secondary School Students' Social Support Profiles and Study Wellbeing |
Quelle | In: Journal of Early Adolescence, 42 (2022) 5, S.613-646 (34 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Ulmanen, Sanna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0272-4316 |
DOI | 10.1177/02724316211058061 |
Schlagwörter | Social Support Groups; Well Being; Grade 4; Elementary School Students; Peer Relationship; Teacher Student Relationship; Grade 7; Secondary School Students; Foreign Countries; Learner Engagement; Profiles; Age Differences; Student Attitudes; Parent Child Relationship; Burnout; Finland Social support; Soziale Unterstützung; Well-being; Wellness; Wohlbefinden; School year 04; 4. Schuljahr; Schuljahr 04; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Ausland; Charakterisierung; Profilanalyse; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Finnland |
Abstract | This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profiles with different configurations of perceived social support from three sources were identified in both age groups. The profiles differed from each other in terms of study engagement and study burnout. Moreover, social support from different sources had somewhat different functions on students' study wellbeing, although teacher and peer support seemed to play particularly central roles. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |