Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination

Shuang Zheng (), Hongrui Liu () and Meilin Yao ()
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Shuang Zheng: Beijing Normal University
Hongrui Liu: Beijing Normal University
Meilin Yao: Beijing Normal University

Child Indicators Research, 2023, vol. 16, issue 2, No 2, 485-508

Abstract: Abstract Previous researchers have suggested the influence of parents’ and teachers’ social support on adolescents’ subjective well-being (SWB) without addressing the possible role of the academic process. In this longitudinal study we constructed a chain-mediated model to examine whether cognitive regulatory learning (i.e., cognitive focusing and metacognition) and academic procrastination mediated the relationships between parents’ and teachers’ social support and adolescents’ SWB. A total of 453 Chinese adolescents (M age = 13.87, SD = 1.75) completed surveys at four time points. Results from the chain-mediated model showed that (a) parents’ social support at Time 1 was directly and indirectly linked to adolescents’ SWB at Time 4, whereas teachers’ social support at Time 1 was indirectly linked to adolescents’ SWB at Time 4; (b) metacognition at Time 2 separately mediated the associations of parents’ and teachers’ social support at time1 and SWB at Time 4; and (c) cognitive focusing at Time 2 and academic procrastination at Time 3 fully chain mediated the link between teachers’ social support at Time1 and SWB at Time 4. A discussion and outline of the path from parents’ and teachers’ social support to the effect they had on adolescents’ SWB provide important practical guidance for improving adolescents’ psychological well-being.

Keywords: Social support from parents and teachers; Cognitive regulatory learning; Academic procrastination; Adolescents’ subjective well-being (search for similar items in EconPapers)
Date: 2023
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DOI: 10.1007/s12187-022-10002-0

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