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Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

  • 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.

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Metadaten
Author: Frances Hoferichter, Stefan Kulakow, Miriam C. Hufenbach
URN:urn:nbn:de:gbv:9-opus-58022
DOI:https://doi.org/10.3389/fpsyg.2021.758226
ISSN:1664-1078
Parent Title (English):Frontiers in Psychology
Publisher:Frontiers Media S.A.
Place of publication:Lausanne
Document Type:Article
Language:English
Date of first Publication:2021/12/02
Release Date:2022/06/21
Tag:middle school students; parents; peers; social support; teachers; well-being
GND Keyword:-
Volume:12
Issue:758226
Page Number:12
Faculties:Philosophische Fakultät / Institut für Erziehungswissenschaft
Collections:Artikel aus DFG-gefördertem Publikationsfonds
Licence (German):License LogoCreative Commons - Namensnennung