Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement from Middle to High School

Autor/inn/en	Wang, Ming-Te; Eccles, Jacquelynne S.
Titel	Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement from Middle to High School
Quelle	In: Child Development, 83 (2012) 3, S.877-895 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01745.x
Schlagwörter	Social Support Groups; Extracurricular Activities; Identification; Adolescents; Longitudinal Studies; Peer Relationship; Teacher Student Relationship; Parent Child Relationship; Learner Engagement; Middle School Students; High School Students; Gender Differences; Race; Ethnicity; Compliance (Psychology); Student School Relationship; Prediction + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Außerunterrichtliche Aktivität; Identifikation; Identifizierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Schüler-Lehrer-Beziehung; Vorhersage
Abstract	This study examined the relative influence of adolescents' supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents' school compliance more strongly and school identification less strongly than teacher social support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10