Parents and peers as providers of support in adolescents' social network: a developmental perspective

Valle, Jorge F. del; Bravo, Amaia; López, Mónica López

doi:10.1002/jcop.20348

Cited by 65 publications

(45 citation statements)

References 29 publications

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“…This may be accounted for by the fact that the teenagers’ networks of close friends are more likely to be formed by classmates, as they spend a great deal of their time at school, which is one of the main contexts in which friendships with peers develop. Regarding instrumental support, classmates always provide lower levels of support than parents; this is consistent with other studies (Del Valle, Bravo, & Lopez, ) and confirms the role of classmates as friends and confidantes. However, it is difficult to compare the findings of these studies, because most of them have analyzed support from close friends and the instruments used have typically focused on the assessment of emotional support.…”

Section: Discussionsupporting

confidence: 90%

Types of Social Support Provided by Parents, Teachers, and Classmates During Adolescence

Hombrados-Mendieta

Gómez-Jacinto²,

Fuentes³

et al. 2012

Journal Community Psychology

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This study investigated social support networks (father, mother, classmates, and teachers) in a sample of 447 adolescents aged between 12 and 18 years. Using a cross‐sectional design, the main aim was to analyze differences in the sources of family and school support during adolescence based on a multidimensional perspective, focusing on the frequency of and satisfaction with emotional, instrumental, and informational support provided by the sources. The results suggest that the mother is the main provider of support. Parents mainly provide emotional and instrumental support, classmates provide informational and emotional support, and teachers provide informational support. Informational support was provided significantly more frequently than any other type and satisfaction with informational support was greater. There was a trend for parental support to decrease as support from classmates increased. We also found gender differences; compared with boys, girls received less support from the father and more support from classmates.

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Section: Discussionsupporting

confidence: 90%

Types of Social Support Provided by Parents, Teachers, and Classmates During Adolescence

Hombrados-Mendieta

Gómez-Jacinto²,

Fuentes³

et al. 2012

Journal Community Psychology

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show abstract

“…Nevertheless, family and colleagues are indispensable sources of affection, warmth and security that should be present in the lives of adolescents (Germano & Colaço, 2012;Valle et al, 2010). When they belong to a violent social context with lack of public policies that guarantee their rights, it is important to be able to count on the support of people in different contexts, especially family, school and community (Germano & Colaço, 2012), to seek, in other places, the resources needed to address and overcome the crisis situations (Poletto & Koller, 2011;Juliano & Yunes, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, interpersonal relationships among adolescents with family members (Germano & Colaço, 2012), colleagues (Valle, Bravo, & Lopez, 2010) and teachers (Bowers et al, 2014;Sterret, Jones, McKee, & Kincaid, 2011), can be understood as a support network that provides support to deal with negative life events. In addition, the social support network can create opportunities for the development of skills and social-skills, especially for the socioeconomically vulnerable ones (Libório & Ungar, 2010).…”

Section: Social Skills Self-efficacy Beliefs and The Perception Of Smentioning

confidence: 99%

Social Skills Program for Adolescents in Vulnerable Social Contexts

et al. 2016

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The study aims at examining the process indicators and evaluating the effects of a Social Skills program in social skills, selfefficacy and social support appraisals of 10 adolescents (age 13-17 years), of communities (slums) of Rio de Janeiro. An exploratory and promotion program in health was conducted with 10 sessions and process evaluation measures and results. The evaluation process included the record of behaviors in a protocol. The participants answered, before and after the intervention, the Social Skills Inventory for Adolescents, the Self-Efficacy Scale and the Social Support Appraisals Scale. The evaluation process revealed confidence indicators between adolescents and researchers. The results showed increased levels of social skills, social support of teachers and self-efficacy. Experimental and follow-up studies should be conducted to confirm the effectiveness of the program.

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“…Sin embargo, los estudios han revelado diferencias entre los diferentes tipos de apoyo (por ejemplo, Clark-Lempers, Lempers y Ho, 1991) y los diferentes proveedores de apoyo (Procidiano y Heller, 1983). Así algunas investigaciones concluyen que los profesores en el contexto escolar principalmente muestran apoyo informacional (Malecki y Demaray, 2003) y que los padres prestan más apoyo instrumental que los amigos (Del Valle, Bravo y López, 2010).…”

Section: Introductionunclassified

Apoyo social, clima social y percepción de conflictos en un contexto educativo intercultural

Hombrados‐Mendieta¹,

Castro-Travé

2013

analesps

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Resumen: Este trabajo pretende estudiar las relaciones de apoyo social del alumnado en un contexto escolar intercultural, conocer el apoyo social recibido por parte de los iguales y el profesorado y comprobar si el apoyo social se relaciona positivamente con el clima social del centro escolar y la disminución de conflictos en el aula. La muestra está constituida por 512 estudiantes de centros educativos de la provincia de Málaga, donde conviven estudiantes autóctonos, inmigrantes y de etnia gitana de edades comprendidas entre los 12 y los 17 años. Los resultados indican diferencias significativas entre los estudiantes según su procedencia. El apoyo social proporcionado por los estudiantes autóctonos e inmigrantes se relaciona positivamente con el clima social y negativamente con los problemas de convivencia en el aula y con los conflictos debidos a las diferencias étni-cas/culturales, aunque estas relaciones no han sido significativas para los estudiantes de etnia gitana. El apoyo proporcionado por el profesorado también correlaciona significativamente con el clima social del centro y la disminución de problemas de convivencia en el aula pero escasamente con la disminución de los conflictos debidos a las diferencias culturales. Palabras clave: Apoyo social; clima social; convivencia intercultural; percepción de conflictos.Title: Social support, social climate, and the perception of conflict in an intercultural educational context. Abstract: This study investigates social support among students in an intercultural school context, the social support received from peers and teachers, and assesses whether social support is positively associated with the social climate at school and reduced conflict in the classroom. The sample consisted of 512 students from schools in the province of Malaga, Spain, and included native Spanish, immigrant and Spanish gipsy students aged between 12 years and 17 years. The results indicate significant differences between the students depending on their origin. Social support provided by the native and immigrant students was positively associated with the social climate, but was negatively associated with the problems of being together in the classroom and with conflict due to ethnic and cultural differences. These associations did not reach statistical significance in relation to the Spanish gipsy students. Support provided by teachers also significantly correlated with the social climate at the school and with the reduction in problems of being together in the classroom, but barely correlated with the reduction in intercultural conflict.

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Parents and peers as providers of support in adolescents' social network: a developmental perspective

Cited by 65 publications

References 29 publications

Types of Social Support Provided by Parents, Teachers, and Classmates During Adolescence

Types of Social Support Provided by Parents, Teachers, and Classmates During Adolescence

Social Skills Program for Adolescents in Vulnerable Social Contexts

Apoyo social, clima social y percepción de conflictos en un contexto educativo intercultural

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