A Longitudinal Person-Centered Perspective on Youth Social Support: Relations with Psychological Wellbeing

Autor/inn/en	Ciarrochi, Joseph; Morin, Alexandre J. S.; Sahdra, Baljinder K.; Litalien, David; Parker, Philip D.
Titel	A Longitudinal Person-Centered Perspective on Youth Social Support: Relations with Psychological Wellbeing
Quelle	In: Developmental Psychology, 53 (2017) 6, S.1154-1169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000315
Schlagwörter	Longitudinal Studies; Well Being; Adolescents; Foreign Countries; Social Support Groups; Grade 8; Grade 11; Secondary School Students; Profiles; Predictor Variables; Mental Health; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Factor Analysis; Australia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Well-being; Wellness; Wohlbefinden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Social support; Soziale Unterstützung; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Charakterisierung; Profilanalyse; Prädiktor; Psychohygiene; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Faktorenanalyse; Australien
Abstract	Past research suggests that perceived social support from parents, teachers, and peers are all positively associated with wellbeing during adolescence. However, little longitudinal research has examined the implications of distinctive combinations of social support for developing adolescents. To address this limitation, we measured multiple dimensions of social support, psychological ill-health, and wellbeing in a sample of 2034 Australian adolescents (M[subscript age] = 13.7; 49.6% male) measured in Grades 8 and 11. Latent transition analyses identified a 6-profile solution for both waves of data, and revealed substantial inequality in perceived social support. Two "socially rich" profiles corresponded to 7% of the sample and had high social support (>1SD above sample mean) from at least two sources. ("Fully Integrated"; "Parent and Peer Supported"). In contrast, 25% of the sample was "socially poor," having support that was between -0.65 to -0.86 SD below the sample mean for all 3 sources ("Isolated" profile). None of the other profiles ("Peer Supported"; "Moderately Supported"; "Weakly Supported") had levels of support below -0.37 SD from any source. Furthermore, almost all wellbeing problems were concentrated in the "Isolated" Profile, with negative effects more pronounced in Grade 11 than Grade 8. Despite feeling low parent and teacher support, adolescents in the "Peer Supported" profile felt strong peer support and average to above-average levels of wellbeing in Grades 8 and 11. However, they also had an 81% chance of making a negative transition to either the "Isolated" or "Weakly Supported" profiles in Grade 11. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01