Development of Students' Social Support Profiles and Their Association with Students' Study Wellbeing

Autor/inn/en	Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Titel	Development of Students' Social Support Profiles and Their Association with Students' Study Wellbeing
Quelle	In: Developmental Psychology, 58 (2022) 12, S.2336-2349 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulmanen, Sanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001439
Schlagwörter	Social Support Groups; Profiles; Well Being; Teacher Student Relationship; Peer Relationship; Parent Student Relationship; Middle School Students; Grade 7; Grade 8; Grade 9; Foreign Countries; Burnout; Learner Engagement; Finland + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Charakterisierung; Profilanalyse; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Finnland
Abstract	Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a sample of 1,545 Finnish lower secondary school students in Grades 7, 8, and 9 (age 13, girls 51%). Latent transition analyses identified a six-profile solution for each wave of data and revealed substantial inequality in perceived social support. First, we found four profiles where social support from all three sources was experienced either on high, moderate, low, or very low level labeled as "strong support" (33%), "moderate support" (43%), "low support" (13%), and "exceptionally low support" (3%), respectively. In addition, two "mixed profiles" were found, where a low level of social support from one source was combined with moderate levels of social support from two other sources. These two profiles were labeled as "adult support" (5%) and "low teacher support" (3%) profiles. The social support profiles differed from each other in terms of study engagement and study-related burnout, suggesting that social support from specific sources has a somewhat different effect on features of students' study wellbeing. Moreover, the results showed that the experiences of school-related social support and study wellbeing are prone to change, highlighting the importance of each source of support throughout the students' school path. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01