Does Social Connectedness Promote a Greater Sense of Well-Being in Adolescence over Time?

Autor/inn/en	Jose, Paul E.; Ryan, Nicholas; Pryor, Jan
Titel	Does Social Connectedness Promote a Greater Sense of Well-Being in Adolescence over Time?
Quelle	In: Journal of Research on Adolescence, 22 (2012) 2, S.235-251 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2012.00783.x
Schlagwörter	Life Satisfaction; Structural Equation Models; Social Networks; Prediction; Well Being; Mental Health; Correlation; Peer Relationship; Student School Relationship; Longitudinal Studies; Family Relationship; Neighborhoods; Adolescents; Self Esteem; Affective Behavior; Aspiration; Measures (Individuals) + Suchen Sie Ihr Suchwort? Lebensvollendung; Social network; Soziales Netzwerk; Vorhersage; Well-being; Wellness; Wohlbefinden; Psychohygiene; Korrelation; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Neighbourhoods; Nachbarschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-esteem; Selbstaufmerksamkeit; Affective disturbance; Active behaviour; Affektive Störung; Streben; Messdaten
Abstract	This longitudinal study was designed to investigate whether or not social connectedness predicts psychological well-being over time. Structural equation modeling was used to examine the temporal relations between these constructs assessed yearly for 3 years for a sample of 1,774 10- to 15-year-olds (at Time 1). Results indicated that global connectedness (i.e., connectedness combined across the domains of family, school, peers, and neighborhood) predicted well-being, but no reciprocal relation was found. However, reciprocal relations were revealed by analyses that examined connectedness at the domain level, that is, for family and school contexts. The results suggest that youth who reported higher levels of social connectedness at one point in time would subsequently report higher well-being (i.e., life satisfaction, confidence, positive affect, and aspirations). (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10