Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem

Lili Tian (), Benrong Liu, Siyuan Huang and E. Huebner

Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 2013, vol. 113, issue 3, 1008 pages

Abstract: This study examined the mediational role of self-esteem in accounting for the empirical link between perceived social support (parents, friends, and teachers) and school well-being (school satisfaction, positive affect in school, and negative affect in school). Participants were from China and were 221 early adolescents (Mage = 13.6) and 140 middle adolescents (Mage = 16.4). Among early adolescents, parent and teacher support, but not friend support, related significantly to positive school well-being. Among middle adolescents, friend and teacher support, but not parent support, significantly related to school well-being. For both early and middle adolescents, global self-esteem mediated relations between teacher support and school well-being. For early adolescents, global self-esteem mediated relations between parent support and school well-being; whereas for middle adolescents, global self-esteem mediated relations between friend support and school well-being. The findings supported socialcognitive models of well-being in Chinese context. Implications are discussed in the context of developmental and cultural considerations. Copyright Springer Science+Business Media B.V. 2013

Keywords: School well-being; Early adolescents; Middle adolescents; Perceived social support; Self-esteem (search for similar items in EconPapers)
Date: 2013
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Citations: View citations in EconPapers (21)

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Persistent link: https://EconPapers.repec.org/RePEc:spr:soinre:v:113:y:2013:i:3:p:991-1008

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DOI: 10.1007/s11205-012-0123-8

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