Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being

Tomás, José M.; Gutiérrez, Melchor; Pastor, Ana María Relaño; Sancho, Patrícia

doi:10.1007/s12187-020-09717-9

Cited by 54 publications

(46 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Social support has gained dominant attention from researchers in the psychological and education fields in recent decades (Ma, 2019 ; Tomás et al, 2020 ). Social support refers to the perception or experience that one is cared for, esteemed and valued by others, and has a reliable social network available for help in times of need (Taylor, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…As Feeney and Collins ( 2015 ) have pointed out, “Close and caring relationships are undeniably linked to health and well-being at all stages in the life span”(p113). There is a general consensus that social support is a powerful contextual factor contributing to an individual’s psychological and physical well-being (Renk & Smith, 2007 ; Tomás et al, 2020 ). For college students, a large body of research has found a positive association between social support and psychological well-being in this unique population (Cicognani, 2011 ; Kong et al, 2012 ; Tinajero et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

Zhou

2021

Soc Psychol Educ

View full text Add to dashboard Cite

Due to the outbreak of the COVID-19 pandemic, the implementation of quarantine policy led to an unprecedented home-quarantined living and online learning context for Chinese college students. This study aimed to investigate whether and how social support contributed to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic. In particular, this study examined the mediating role of online learning self-efficacy in explaining how social support contributed to home-quarantined Chinese college students’ well-being. The study also examined the moderating effect of anxiety, which may buffer the effectiveness of social support and online learning self-efficacy in home-quarantined online learning contexts. Data include 2481 responses to an online questionnaire survey from home-quarantined Chinese college undergraduates. Data were analyzed by performing Partial Least Squares regression. Results showed that social support associated positively with home-quarantined Chinese college students’ online learning self-efficacy and well-being. The results revealed a partial mediating effect of online-learning self-efficacy on the positive effect of social support on well-being. The moderating effect analysis found that the positive association of online learning self-efficacy with social support and well-being was stronger in home-quarantined Chinese college students who perceived no anxiety.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

Zhou

2021

Soc Psychol Educ

View full text Add to dashboard Cite

show abstract

“…Regarding the determinants of school-related SWB, one key result is that girls report higher levels of SWB than boys (Casas et al, 2013;Liu et al, 2016;Migliorini et al, 2019;Strózik et al, 2016) and that school-related SWB tends to decrease with growing age (Casas et al, 2013;Liu et al, 2016;Park, 2004). Support received from classmates, friends and teachers increases schoolrelated SWB whereas parental support does not (Liu et al, 2016;Tian et al, 2013;Tomás et al, 2020). Students who feel lonely, who are victims of bullying, and have academic difficulties, show lower levels of school-related SWB (Løhre et al, 2010;Tobia et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms

2022

View full text Add to dashboard Cite

Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children’s SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclusive education around the globe, students with SEN are more frequently enrolled in regular schools, and a question arises regarding how students with SEN assess their school-related SWB in inclusive settings. Drawing on longitudinal data from the National Educational Panel Study in Germany (NEPS) we systematically investigate the effect of the SEN status on various facets of school-related SWB measured in Grade 4 of primary school. Applying a propensity score matching approach, we contrast children with SEN status to children without SEN status who are comparable in a rich set of observed confounding variables. We find that at the end of primary school, students with SEN report being less satisfied with life in general, being less satisfied with school and their friends than their comparable counterpart without SEN. Moreover, they experience more tiredness and feelings of loneliness, and show lower levels of learning enjoyment and task mastering. The potential mechanisms leading to lower school-related SWB are discussed.

show abstract

“…Also, higher levels of SWB are associated with the ability to form positive relationships, establish strong self-esteem, effectively express feelings and regulate emotions, persevere, and positively engage in challenging tasks ( Shoshani and Slone, 2017 ; Bradshaw, 2019 ). Different studies also indicate that SWB is related to positive academic outcomes, and a better adaptation to the demands and characteristics of the university system ( Casas, 2011 ; Fernandes Ferreira Lima and Araujo de Morais, 2018 ; Tomás et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Contribution of Academic Satisfaction Judgments to Subjective Well-Being

2022

View full text Add to dashboard Cite

The role of academic satisfaction (AS) on persistence and successful academic behavior has been the focus of research for decades. Nevertheless, driven by positive educational psychology, subjective well-being has been highlighted as another central feature in the academic path of students. Studies aimed at identifying the variables that contribute to explain different aspects of academic performance have been widely investigated, although studies aimed at identifying the determinants of subjective well-being are still limited. The present paper examined the contribution of AS judgments on subjective well-being (SWB). To this end, it was hypothesized that SWB levels depend on the balance between positive/negative emotions and life satisfaction judgments. Furthermore, it was stipulated that AS has an indirect contribution on SWB, through life satisfaction, whereas the balance of emotions influences both AS judgments and life satisfaction. Using an analysis strategy based on structural equation modeling, the results indicated that the model fitted satisfactorily, explaining 32% of the variance of SWB. Particularly, it was observed that AS judgments contributed to life satisfaction judgments (β = 0.34). Although no direct contribution of AS on SWB was reported, a total contribution partially mediated by life satisfaction judgments was revealed (total β = 0.19). These findings support the importance of academic satisfaction judgments, not only because of their importance in academic terms, but also because of their impact on university students’ subjective well-being and health.

show abstract

Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being

Cited by 54 publications

References 70 publications

Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms

Contribution of Academic Satisfaction Judgments to Subjective Well-Being

Contact Info

Product

Resources

About