Relationships between Social Support Sources and Early Adolescents' Mental Health: The Moderating Effect of Student Achievement Level

Autor/inn/en	Stewart, Tiffany; Suldo, Shannon
Titel	Relationships between Social Support Sources and Early Adolescents' Mental Health: The Moderating Effect of Student Achievement Level
Quelle	In: Psychology in the Schools, 48 (2011) 10, S.1016-1033 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20607
Schlagwörter	Life Satisfaction; School Psychologists; Academic Achievement; Mental Health; Psychopathology; Adolescents; Social Support Groups; Middle Schools; Parents; Peer Influence; Teacher Educators; Prediction; Student Behavior + Suchen Sie Ihr Suchwort? Lebensvollendung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulleistung; Psychohygiene; Psychopathologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social support; Soziale Unterstützung; Middle school; Mittelschule; Mittelstufenschule; Eltern; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Vorhersage; Student behaviour; Schülerverhalten
Abstract	This study examined how perceived social support from parents, classmates, and teachers jointly and uniquely predicted psychopathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in a sample of 390 middle-school students. This study also explored the protective nature of high student academic achievement in the relationship between social support and mental health. Social support was a significant predictor of all mental health outcomes, particularly life satisfaction. Although classmate and teacher support were significant unique predictors of students' internalizing and externalizing symptoms, respectively, parent support emerged as the strongest predictor of all indicators of mental health. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Specifically, classmate support emerged as adaptive for average- and high-achieving students only, whereas academic achievement functioned as a protective factor against the manifestation of externalizing psychopathology among students with low parental support. Implications for school psychologists and directions for future research are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10