How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

Abstract

This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.

A Preliminary Comparison of Intention to Quit between Heterosexual and Homosexual Elementary School Teachers: School-Related and Individual Contributors

“…Furthermore, this finding supports other related studies, which, although do not examine teachers' resilience and work meaning as mediators (as in the present study), however, these studies could imply the mediating role of these variables. Specifically, these studies conclude that teachers' resilience and work meaning could be perceived both as outcomes of school-related factors (colleague support, school belonging) (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020) and as negative predictors of teachers' intention to quit (Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021).…”

“…Thus, further confirmative findings are needed. Also, it is worth mentioning that the psychosocial variables related to the school context, such as school belonging and colleague support, have been reported as contributors to positive feelings, such as resilience (Koçak, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020).…”

“…2) For heterosexual teachers, colleague support and school belonging (as schoolrelated factors) positively contribute to their intention to quit, both directly (Hypothesis 2a; López et al, 2020;Merida-Lopez et al, 2022;Vekeman et al, 2017) and indirectly through the positive mediating role of teachers' resilience and work meaning (Hypothesis 2b; Arnup & Bowles, 2016;Converso et al, 2018;Heleno et al, 2018;Lee et al, 2021;Li & Li, 2024;Park & Song, 2018;Suryaratri et al, 2020). A related hypothesis for homosexual teachers could not be formulated, due to the lack of related findings.…”

A-HERO: Integrating Authenticity into the Psychological Capital Model

“…These two distinct samples, with their own cultures and contexts, may well be expected to show distinct relationships between variables. For instance, community adults may access more diverse social support networks than first-year psychology students, affecting perceptions of resilience (Li & Li, 2024). Moreover, varying life circumstances, such as academic pressures for students and workrelated stress for adults, could interact with levels of optimism and overall wellbeing (Lee et al, 2022).…”