The Influence of Perceived Social Support from Parents, Classmates, and Teachers on Early Adolescents' Mental Health PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Influence of Perceived Social Support from Parents, Classmates, and Teachers on Early Adolescents' Mental Health PDF full book. Access full book title The Influence of Perceived Social Support from Parents, Classmates, and Teachers on Early Adolescents' Mental Health by Tiffany N. White. Download full books in PDF and EPUB format.
Author: Tiffany N. White
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
ABSTRACT: The present study examined the relationships among perceived social support, mental health, and achievement in early adolescents, via analysis of an archival data set consisting of 390 middle school students. Specifically of interest was how various sources of social support (i.e., parent, classmate, and teacher) independently and uniquely predicted pathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in youth. This study also examined the role of gender in the relationship between social support and mental health outcomes in order to delineate the specific types of support most salient to boys versus girls. Finally, this study explored the protective nature of high student academic achievement in the relationship between social support and mental health in order to determine if academic achievement moderated the relationship between social support and mental health. Results indicated that social support from all sources was inversely associated with both internalizing and externalizing problems, and associated in a positive manner with life satisfaction and achievement. Social support was a significant predictor of all mental health outcomes, with social support and life satisfaction evidencing the strongest relationship. The strength and magnitude of the associations between perceived support from various sources and student mental health were consistent across gender groups, evidencing no moderating effect. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Implications for school psychologists and directions for future research are discussed.
Author: Tiffany N. White
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
ABSTRACT: The present study examined the relationships among perceived social support, mental health, and achievement in early adolescents, via analysis of an archival data set consisting of 390 middle school students. Specifically of interest was how various sources of social support (i.e., parent, classmate, and teacher) independently and uniquely predicted pathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in youth. This study also examined the role of gender in the relationship between social support and mental health outcomes in order to delineate the specific types of support most salient to boys versus girls. Finally, this study explored the protective nature of high student academic achievement in the relationship between social support and mental health in order to determine if academic achievement moderated the relationship between social support and mental health. Results indicated that social support from all sources was inversely associated with both internalizing and externalizing problems, and associated in a positive manner with life satisfaction and achievement. Social support was a significant predictor of all mental health outcomes, with social support and life satisfaction evidencing the strongest relationship. The strength and magnitude of the associations between perceived support from various sources and student mental health were consistent across gender groups, evidencing no moderating effect. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Implications for school psychologists and directions for future research are discussed.
Author: Maryanna Fezer
Publisher:
ISBN:
Category :
Languages : en
Pages : 137
Get Book Here
Book Description
?Pub Inc Social support is a multifaceted construct offering a multitude of benefits. The purpose of this study is to assess the impact of social support on high school adolescents and their success in school. The focus was on the source of support and on the type of support given. The sources of social support were: teachers, parents, close friends, classmates, and the school. The types of support were: emotional, informational, instrumental, and appraisal support. These types of support from specific sources were believed to have an impact on important indicators of academic success including; academic average, school attendance, school satisfaction, and behavior. In addition, preliminary analyses were conducted to assess the variables of gender and grade level to determine if they have an impact on perceived social support. A total of 471 high school adolescents from grades 9 to 12 from a suburban school district participated in this study. The subjects completed the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliott, 2000) and a demographic questionnaire. The students self reported the frequency and importance of social support received and their indicators of success. The findings indicated that females perceive more support than males from all of the sources and of all types of support given. Though they perceive more support, it appeared they were not receiving the type of support that contributed to their school success, instrumental and appraisal support. Though males perceived less support overall, emotional support had the greatest contribution to their school success and was the type most frequently given. Close friend support was perceived most frequently however, supportive behaviors from parents had the strongest correlations with the dependent variables. Finally, though teacher informational support was perceived frequently, teacher emotional support contributed to student success in school. The conclusions of this study are intended to heighten awareness of the importance and the impact of a social support network for the adolescent. Each source in the network has some form of support that can be offered, impacting various aspects of the adolescent's behavior and success. Investigations of student's perceptions of social support will assist educators and parents identify crucial supportive behaviors that can be targeted for interventions.
Author: James Elliot Hall
Publisher: Frontiers Media SA
ISBN: 288963146X
Category :
Languages : en
Pages : 175
Get Book Here
Book Description
How can education better support the mental health & wellbeing of young people? Research in the 1970s that addressed this question has since proven seminal to the development of two co-existing fields of research that continue to offer mutually informative insights: Developmental Psychopathology (DP) and Educational Effectiveness Research (EER). DP and EER share the common agenda of understanding factors that relate to individuals’ learning and development: DP focuses on the individual learning and developing in context, EER investigates the educational systems, structures, and processes that shape how individuals learn and develop. Given the complementarity of DP and EER, it is somewhat surprising that they have rarely joined forces and synthesised knowledge to develop a fuller understanding of the roles educational contexts play in the mental health and wellbeing of students. This Research Topic aims to stimulate such collaboration.
Author: Maykel Verkuyten
Publisher: Psychology Press
ISBN: 1135422117
Category : Psychology
Languages : en
Pages : 374
Get Book Here
Book Description
In contrast to other disciplines, social psychology has been slow in responding to the questions posed by the issue of ethnicity. The Social Psychology of Ethnic Identity demonstrates the important contribution that psychology can make. The central aim of this book is to show, on the one hand, that social psychology can be used to develop a better understanding of ethnicity and, on the other hand, that increased attention to ethnicity can benefit social psychology, filling in theoretical and empirical gaps. Based on recent research, The Social Psychology of Ethnic Identity brings an original approach to subjects such as: * ethnic minority identity: place, space and time * hyphenated identities and hybridity * self-descriptions and the ethnic self. The combination of diverse approaches to this burgeoning field will be of interest to social psychologists as well as those interested in issues of identity, ethnicity and migration.
Author: Dennis McInerney
Publisher: Taylor & Francis
ISBN: 1317365666
Category : Education
Languages : en
Pages : 357
Get Book Here
Book Description
Developmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.
Author: Joan E. Grusec
Publisher: Cambridge University Press
ISBN: 1108922228
Category : Psychology
Languages : en
Pages : 135
Get Book Here
Book Description
Complaints are often made that recommendations about how to rear children are contradictory and, therefore, not helpful. In this Element we survey the history of theory and research relevant to childrearing in an attempt to show how apparent differences can be resolved. We suggest that socialization occurs in different domains, with each domain fostering socialization in a different way. Thus there is no all-purpose principle or mechanism of socialization but, rather, different forms of relationship between child and agent that serve a different function, involve different rules for effecting behavior change, and facilitate different outcomes. Using this framework, we survey research relevant to different domains, including the roles played by parents, siblings, and peers in the socialization process. We follow this with a discussion of how culture and biology make their contribution to an understanding of domains of socialization.
Author: Yang Jiang
Publisher: Frontiers Media SA
ISBN: 288974714X
Category : Science
Languages : en
Pages : 199
Get Book Here
Book Description
Author: Michael L. Sulkowski
Publisher: Taylor & Francis
ISBN: 1317816269
Category : Education
Languages : en
Pages : 421
Get Book Here
Book Description
Creating Safe and Supportive Schools and Fostering Students’ Mental Health provides pre- and in-service educators with the tools they need to prevent, pre-empt, handle, and recover from threats to students’ mental health. School safety and fostering a supportive learning environment have always been issues fundamental to educators. Over the last decade, teachers and administrators have been called on more than ever to cope with bullying, suicide, and violence in their schools. Handling every stage of this diverse set of obstacles can be unwieldy for teachers and administrators alike. Framed with interviews from experts on each of the topics, and including practical and applicable examples, this volume draws together the work of top-tier school psychologists into a text designed to work with existing school structures and curricula to make schools safer. A comprehensive and multi-faceted resource, this book integrates leading research with the well-respected Framework for Safe and Successful Schools to help educators support school safety, crisis management, and students' mental health. Featuring interviews with: Dewey G. Cornell, Frank DeAngelis, Beth Doll, Kevin Dwyer, Katie Eklund, Maurice J. Elias, Michele Gay, Ross W. Greene, Rob Horner, Jane Lazarus, Richard Lieberman, Troy Loker, Melissa A. Louvar-Reeves, Terry Molony, Shamika Patton, Donna Poland, Scott Poland, Eric Rossen, Susan M. Swearer, Ken Trump, and Frank Zenere.
Author: Lourdes Rey
Publisher: Frontiers Media SA
ISBN: 2889637662
Category :
Languages : en
Pages : 151
Get Book Here
Book Description
Author: Raymond L. Geosling
Publisher:
ISBN: 9781339069050
Category : Adolescent psychology
Languages : en
Pages : 88
Get Book Here
Book Description
Social support is important for adolescents as it is related to outcomes such as anxiety, depression, and self-esteem. These associations are well established in the literature as known factors related to adolescents' perception of social support from parents, teachers, friends, and classmates. However, it is important for researchers to understand additional factors that are related to perceived social support. One factor that is relevant to all students is personality. This factor has been investigated with adolescents outside of the United States but has not been investigated with adolescents in the United States. The present study sought to investigate the relationship of perceived social support and the Big Five in adolescents in the United States. Findings from the current study indicate that perceived social support from each source is related to two or more of the Big Five personality domains. Additionally, it was found that openness to experience was not significantly related to perceived social support from any source. Implications of the findings from the current study are discussed.
