This study examines the influence of adult and peer support on the psychological well-being of middle-school students. Using data representing 13,843 middle-school students from seven U.S. states, which were collected with the School Success Profile, hierarchical regression analysis is used to examine a hypothesis in 2 models of relationships: continuity/cognitive and compensatory/competition. Results support the continuity/cognitive model, and indicate peer support is an important contributor to middle-school students' psychological well-being at various levels of adult support. When adult support is low, high levels of peer support do not improve psychological well-being. Implications for research and practice are discussed.Keywords Psychological well-being Á Peer support Á Adult support Á Middle-school students Middle-school marks a time of transition in the lives of American adolescents. During this transitional time, students are not only struggling with changes in their academic environment, but also with transformations in their bodies, minds, emotions, and relationships. The support that students receive from adults and peers during these years can affect not only how they cope with these changes, but can also influence their psychological well-being (Flook et al.

The purpose of this study was to examine the link between acculturation stress and substance use among Latino adolescents. In-home interviews were completed with the participants at four time-points between 2005 and 2007. Path analysis was completed using longitudinal data from 286 Latino adolescents living in North Carolina and Arizona (65% foreign-born). Results indicate that acculturation stress influences family and friend relationships, which in turn affect adolescent mental health problems, and finally, substance use. Key mediators in the pathway from acculturation stress to substance use were parent-adolescent conflict, internalizing, and externalizing problems. Implications for practice and research have been discussed here.

The specific aim of this study was to examine pathways leading to internalizing symptoms and self-esteem in Latino adolescents. Adolescent feelings of interpersonal humiliation, family conflict and commitment, and friendships with peers were investigated as potential mediators linking acculturation stress to subsequent adolescent self-esteem and internalizing symptoms. Path analyses on data from a sample of 288 Latino adolescents (average age 15 years; 66% foreign-born) showed that acculturation conflicts and perceived discrimination were risk factors for both internalizing problems at baseline and parent-adolescent conflict 6 months later. Baseline internalizing problems, and Time 2 variables (humiliation, parent-adolescent conflict, negative peer relationships, and changes in familism) mediated the effects of acculturation stress on Time 3 (T3) internalizing symptoms and self-esteem. Latino cultural involvement was a key cultural asset, impacting T3 internalizing

The purpose of this study was to examine the relationships among risk factors, cultural assets, and Latino adolescent mental health outcomes. We extend past research by using a longitudinal design and evaluating direct and moderated acculturation effects across a range of internalizing, externalizing, and academic engagement outcomes. The sample consisted of 281 Latino/a youths and one of their parents in metropolitan, small town, and rural areas within North Carolina and Arizona. The length of time the adolescent was in the U.S. was positively related to humiliation, aggression, and school bonding. Adolescent U.S. cultural involvement and parent culture of origin involvement were not significantly related to adolescent mental health or school bonding. Parent U.S. involvement had an inverse association with adolescent social problems, aggression, and anxiety. Adolescent culture of origin involvement was positively related to adolescent self-esteem 1 year later. Inverse relationships were found for the link between adolescent culture of origin involvement and hopelessness, social problems, and aggression 1 year later. Implications for prevention programming and policy development are discussed.

The purpose of this study was to examine factors that contribute to the development of friendships for Latino adolescents. Of particular interest are the roles played by acculturation stress, family relationships, and adolescent mental health problems. Path analysis was completed using longitudinal data from 286 Latino adolescents living in North Carolina and Arizona. Results of the analysis suggest that indicators of acculturation stress influence family relationships, which in turn affects adolescent mental health problems and negative friend associations. Parent-adolescent conflict and externalizing problems were the most significant mediators of this relationship. Implications for practice and research are discussed.