TY  - JOUR
U1  - Zeitschriftenartikel, wissenschaftlich - begutachtet (reviewed)
A1  - Hoferichter, Frances
A1  - Kulakow, Stefan
A1  - Hufenbach, Miriam C.
T1  - Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
JF  - Frontiers in Psychology
N2  - Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
KW  - -
KW  - social support
KW  - teachers
KW  - peers
KW  - parents
KW  - middle school students
KW  - well-being
UN  - https://nbn-resolving.org/urn:nbn:de:gbv:9-opus-58022
SN  - 1664-1078
SS  - 1664-1078
U6  - https://doi.org/10.3389/fpsyg.2021.758226
DO  - https://doi.org/10.3389/fpsyg.2021.758226
VL  - 12
IS  - 758226
SP  - 12
S1  - 12
PB  - Frontiers Media S.A.
CY  - Lausanne
ER  -