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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 = 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. (). In contrast, 25% of the sample was "socially poor," having support that was between -.65 to -.86 SD below the sample mean for all 3 sources ( profile). None of the other profiles () had levels of support below -.37 SD from any source. Furthermore, almost all wellbeing problems were concentrated in the Profile, with negative effects more pronounced in Grade 11 than Grade 8. Despite feeling low parent and teacher support, adolescents in the 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 or profiles in Grade 11. (PsycINFO Database Record

The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student's advisor, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.