Subjective Family Socioeconomic Status and Life Satisfaction in Chinese Adolescents: The Mediating Role of Self-Esteem and Social Support

Autor/inn/en	Yan, Wenjing; Yang, Kairong; Wang, Qiuling; You, Xuqun; Kong, Feng
Titel	Subjective Family Socioeconomic Status and Life Satisfaction in Chinese Adolescents: The Mediating Role of Self-Esteem and Social Support
Quelle	In: Youth & Society, 53 (2021) 7, S.1047-1065 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X20941344
Schlagwörter	Socioeconomic Status; Family Income; Life Satisfaction; Adolescents; High School Students; Self Esteem; Social Support Groups; Correlation; Measures (Individuals); Foreign Countries; China; Satisfaction With Life Scale; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Familieneinkommen; Lebensvollendung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-esteem; Selbstaufmerksamkeit; Social support; Soziale Unterstützung; Korrelation; Messdaten; Ausland
Abstract	This study aimed at examining the relationships among subjective family socioeconomic status (FSES), self-esteem (SE), social support (SS), and life satisfaction (LS) in two independent samples of Chinese adolescents. In Study 1, 510 adolescents were asked to complete a multi-section questionnaire. The mediation analyses indicated that subjective FSES predicted LS through three pathways. First, subjective FSES predicted LS through the mediating effect of SE. Second, subjective FSES predicted LS through the mediating effect of SS. Third, subjective FSES predicted LS through the serial mediating effect of SS and SE. Besides, the contrast tests revealed that the mediating effect of SE had no significant difference with that of SS. To test whether the above results are stable and replicable, we further conducted a validation study in Sample 2 (N = 405) and found all the results remained significant. Implications for future research and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01