The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers

2019 ◽  
Vol 47 (7) ◽  
pp. 1799-1809 ◽  
Author(s):  
Jin Sun ◽  
Xian Wang ◽  
Yongli Wang ◽  
Xiaoxin Du ◽  
Changxin Zhang
Keyword(s):  
Social Support ◽  
Special Education ◽  
Special Education Teachers ◽  
Perceived Social Support ◽  
Mediating Effect ◽  
The Relationship

Online Support Group Participation and Social Support: Incorporating Identification and Interpersonal Bonds

2019 ◽  
Vol 50 (5) ◽  
pp. 593-622 ◽  
Author(s):  
Yaguang Zhu ◽  
Keri K. Stephens
Keyword(s):  
Social Support ◽  
Support Groups ◽  
Perceived Social Support ◽  
Group Communication ◽  
Mediating Effect ◽  
Online Support ◽  
Online Support Groups ◽  
Online Support Group ◽  
The Relationship ◽  
Practical Implications

An increasing number of people with chronic diseases exchange social support using online support groups (OSGs). However, there is little understanding of group communication mechanisms that underpin the relationship between OSG participation and social support. Drawing on Prentice, Miller, and Lightdale’s common-identity and common-bond framework, we propose and test a theoretical model that explains group communication mechanisms through which members’ participation influences their perceived social support. In the process, we identified and empirically validated a three-factor solution for an OSG participation scale. Based on 356 users across 12 popular OSGs, we find that two group communication mechanisms—identification with the community and interpersonal bonds with other members—mediate the relationship between OSG participation and perceived social support. Specifically, identification has a stronger mediating effect than interpersonal bonds in the relationship between OSG participation and perceived social support. We also discuss theoretical and practical implications.

Adolescent Self-esteem and Social Adaptation: Chain Mediation of Peer Trust and Perceived Social Support

2019 ◽  
Vol 47 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Yong Xin ◽  
Qiongyao Li ◽  
Chuanjun Liu
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Self Esteem ◽  
Mediating Effect ◽  
Social Adaptation ◽  
School Students ◽  
Social Adaptability ◽  
Social Support Scale ◽  
The Relationship ◽  
Trust Scale

Our aim was to identify the relationships between self-esteem and social adaptation, and the chain mediating effect of peer trust and perceived social support in this relationship. The Rosenberg Self-Esteem Scale, Peer Trust Scale, Perceived Social Support Scale, and Scale on Social Adaptability for Secondary School Students were integrated into a paper-and-pencil survey. Participants were 400 adolescents in southwestern China. Results demonstrated that the relationship between self-esteem and social adaptation was partially mediated by peer trust and perceived social support. The results were explained using the ecological systems theory. Self-esteem is inside the core individual; peer trust is in the microsystem and/or mesosystem; perceived social support is in the mesosystem, exosystem, and/or macrosystem. Adolescent social adaptation could be promoted by directly enhancing self-esteem, thus indirectly improving peer trust and perceived social support.

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