The Role of Supportive Adults in Promoting Positive Development in Middle Childhood: A Population-Based Study

Autor/inn/en	Oberle, Eva; Schonert-Reichl, Kimberly A.; Guhn, Martin; Zumbo, Bruno D.; Hertzman, Clyde
Titel	The Role of Supportive Adults in Promoting Positive Development in Middle Childhood: A Population-Based Study
Quelle	In: Canadian Journal of School Psychology, 29 (2014) 4, S.296-316 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573514540116
Schlagwörter	Well Being; Grade 4; Public Schools; Family Involvement; School Involvement; Neighborhoods; Self Disclosure (Individuals); Investigations; Child Development; Adults; Performance Factors; Questionnaires; Likert Scales; Self Concept; Life Satisfaction; Community Support; Socioeconomic Status; Regression (Statistics); Role Perception; Educational Practices; Student Surveys; Student Attitudes; Social Support Groups; Foreign Countries; Canada (Vancouver); Patterns of Adaptive Learning Survey; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; School year 04; 4. Schuljahr; Schuljahr 04; Public school; Öffentliche Schule; Schulmitwirkung; Neighbourhoods; Nachbarschaft; Untersuchung; Kindesentwicklung; Leistungsindikator; Fragebogen; Likert-Skala; Selbstkonzept; Lebensvollendung; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Role conception; Rollenverständnis; Bildungspraxis; Schülerbefragung; Schülerverhalten; Social support; Soziale Unterstützung; Ausland
Abstract	The goal of this research was to examine the role of supportive adults to emotional well-being in a population of Grade 4 students attending public schools in Vancouver, Canada. Reflecting the ecology of middle childhood, we examined the extent to which perceived family, school, and neighborhood support relate to young people's self-reported emotional well-being (N = 3,026; 48% female; M[subscript age] = 9.75). Furthermore, we investigated the hierarchy of importance among those support factors in predicting students' well-being. As expected, adult support in all three ecological contexts was positively related to emotional well-being. School support emerged as the most important adult support factor, followed by home and neighborhood support. All three support factors emerged as stronger predictors than socioeconomic status (SES) in our study. We discuss our findings in relation to the empirical field of relationship research in middle childhood, and how our findings can inform educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10