School-Related Social Support as a Buffer to Stressors in the Development of Adolescent Life Satisfaction

Autor/inn/en	Lyons, Michael D.; Jiang, Xu
Titel	School-Related Social Support as a Buffer to Stressors in the Development of Adolescent Life Satisfaction
Quelle	In: Journal of Applied School Psychology, 38 (2022) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyons, Michael D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1895397
Schlagwörter	Social Support Groups; Stress Variables; Life Satisfaction; Correlation; Early Adolescents; Middle School Students; Student School Relationship; Teacher Student Relationship; Family Relationship; Peer Relationship; Learner Engagement; Adolescent Development + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Lebensvollendung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	Adolescents who report high levels of satisfaction with their life tend to have better grades in school, fewer behavior problems, and positive long-term outcomes. For this reason, there is a growing interest in understanding how schools can promote life satisfaction. In this study, we examined how social support for learning (i.e., support provided by families, teachers, and peers related to learning) relates to adolescent life satisfaction. Further, we tested how this type of social support moderates the effect of stressful life events as a predictor of adolescent life satisfaction cross-sectionally and over a 6-month period. Cross sectional analyses revealed that peer, teacher, and family social support for learning had a small, but significant, association with life satisfaction (beta-weights between 0.10 and 0.21) and that peer support significantly moderated stressful life events ([beta] = -0.035). After a 6-month period, family support for learning was observed to have a significant main effect ([beta] = 0.187) and moderated life stress ([beta] = -0.109); but no other significant effects were observed. The results of this study suggest that social support for learning may be one malleable construct schools consider assessing to understand school-factors that influence student life satisfaction. In addition, schools may consider interventions that target family social support for learning, especially for students experiencing significant life stressors as one way to promote life satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01