scholarly journals Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter?

2020 ◽  
Vol 65 (8) ◽  
pp. 1423-1429
Author(s):  
Simona Horanicova ◽  
Daniela Husarova ◽  
Andrea Madarasova Geckova ◽  
Daniel Klein ◽  
Jitse P. van Dijk ◽  
...  
Keyword(s):  
Classmate Support

scholarly journals Excellent Self-Rated Health among Swedish Boys and Girls and Its Relationship with Working Conditions in School: A Cross-Sectional Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1310
Author(s):  
Sara Brolin Låftman ◽  
Maria Granvik Saminathen ◽  
Bitte Modin ◽  
Petra Löfstedt
Keyword(s):  
Academic Success ◽  
Working Conditions ◽  
Cross Sectional Study ◽  
Probability Models ◽  
Positive Health ◽  
Cross Sectional ◽  
School Aged Children ◽  
Self Rated Health ◽  
Linear Probability ◽  
Classmate Support

The aim of this study was to investigate the extent to which school demands, teacher support, and classmate support were associated with excellent self-rated health among students, and to examine if any such statistical predictions differed by gender. Data were drawn from the Swedish Health Behaviour in School-aged Children (HBSC) study of 2017/18, performed among adolescents in grades five, seven, and nine (n = 3701). Linear probability models showed that school demands were negatively associated with excellent self-rated health, whereas teacher and classmate support showed positive associations. The link with school demands was stronger for girls than boys, driven by the finding that in grades five and nine, school demands were associated with excellent self-rated health only among girls. In conclusion, the study suggests that working conditions in school in terms of manageable school demands and strong teacher and classmate support may benefit adolescents’ positive health. The finding that the link between school demands and excellent self-rated health was more evident among girls than among boys may be interpreted in light of girls’ on average stronger focus on schoolwork and academic success. The study contributes with to knowledge about how working conditions in school may impede or promote students’ positive health.

Teacher and Classmate Support Questionnaire--Greek Adaptation

2014 ◽  
Author(s):  
I. Bibou-Nakou ◽  
Ch. Asimopoulos ◽  
Th. Hatzipemou ◽  
E. Soumaki ◽  
J. Tsiantis
Keyword(s):  
Classmate Support

Adopted Adolescents at School: Social Support and Adjustment

2020 ◽  
pp. 0044118X2097703
Author(s):  
Carmen Paniagua ◽  
Irene García-Moya ◽  
Carmen Moreno
Keyword(s):  
Social Support ◽  
Conduct Problems ◽  
Teacher Support ◽  
School Experiences ◽  
Adjustment Problems ◽  
School Aged Children ◽  
The Social ◽  
Hbsc Study ◽  
Classmate Support

There is a need of additional research into the social aspects of adoptees’ school experiences. For that purpose, the present study used a sample of adopted ( n = 541) and non-adopted ( n = 582) adolescents from the Health Behavior in School-aged Children (HBSC) study in Spain. Specifically, we analyzed social support at school (from classmates and teachers), explored adjustment differences between domestic adoptees, intercountry adoptees, and non-adopted adolescents, and examined whether adoption status and adjustment problems explain potential differences in support from teachers and from classmates. Results showed more difficulties in domestic adoptees than in the other two groups. Furthermore, differences were found in the role of adoption status and adjustment problems in classmate and teacher support: once conduct problems were taken into account, the association between adoption status and classmate support became non-significant. In contrast, both conduct problems and adoption status were significant factors associated with lower teacher support.

The Teacher and Classmate Support Scale

2000 ◽  
Vol 21 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Torbjoen Torsheim ◽  
Bente Wold ◽  
Oddrun Samdal
Keyword(s):  
Classmate Support

scholarly journals Sources of Social Support and Mental Health Among LGB Youth

2016 ◽  
Vol 51 (1) ◽  
pp. 30-48 ◽  
Author(s):  
Ryan J. Watson ◽  
Arnold H. Grossman ◽  
Stephen T. Russell
Keyword(s):  
Social Support ◽  
Psychosocial Adjustment ◽  
Self Esteem ◽  
Parent Support ◽  
Multiple Sources ◽  
Lgb Youth ◽  
Sources Of Support ◽  
And Bisexual ◽  
Different Sources ◽  
Classmate Support

Disparities in psychosocial adjustment have been identified for lesbian, gay, and bisexual (LGB) youth, yet research that explores multiple sources of social support among subgroups of LGB youth is sparse. Social support theory is used as a framework to analyze the ways that different sources of support might promote better psychosocial adjustment for LGB youth. Data from a diverse sample among LGB youth ( N = 835) were used to understand how social support from a close friend, teachers, classmates, and parents might be differently associated with depression and self-esteem. We found that parent support and its importance to the participant were consistently related to higher self-esteem and lower depression for all youth, except for lesbians for whom no forms of social support were associated with self-esteem. Teacher and classmate support influenced some subgroups more than others. These results provide parents, clinicians, and schools a roadmap to assist youth navigate supports.

Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter?

2016 ◽  
Vol 37 (7) ◽  
pp. 975-1003 ◽  
Author(s):  
Stephanie Secord Fredrick ◽  
Michelle Kilpatrick Demaray ◽  
Lyndsay N. Jenkins
Keyword(s):  
Social Support ◽  
Internalizing Problems ◽  
Teacher Support ◽  
Anxiety And Depression ◽  
Future Research ◽  
School Students ◽  
Maladaptive Perfectionism ◽  
High Standards ◽  
Adaptive Perfectionism ◽  
Classmate Support

Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students ( N = 169). Research has established perfectionism as having maladaptive and adaptive traits. Regression analyses indicated that maladaptive perfectionism was positively related, while adaptive perfectionism was negatively related, to anxiety and depression. Adaptive perfectionists reported significantly higher levels of teacher support than maladaptive perfectionists and nonperfectionists and higher levels of classmate support than nonperfectionists. In addition, classmate support for girls and boys, and teacher support for boys, were found to buffer the relation between maladaptive perfectionism and anxiety and depression. Future research should examine social support and perfectionism and how to best provide support to maladaptive perfectionists.

Pathways to Adolescents’ Flourishing: Linking Self-Control Skills and Positivity Ratio Through Social Support

2015 ◽  
Vol 50 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Hod Orkibi ◽  
Liat Hamama ◽  
Belle Gavriel-Fried ◽  
Tammie Ronen
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Parental Support ◽  
Perceived Social Support ◽  
High Ratio ◽  
Self Control ◽  
Treatment Programs ◽  
Perceived Availability ◽  
Positivity Ratio ◽  
Classmate Support

This study focused on the ability to experience a high ratio of positive to negative emotions in 807 Israeli adolescents aged 12 to 15 years (50% girls). While considering possible gender differences, we tested a model positing that adolescents’ self-control skills would link to their positivity ratio and indirectly through perceived social support from parents and classmates. Parental support was significantly higher than classmate support, and girls scored significantly higher than boys on self-control skills and on both support sources. Self-control skills linked directly with positivity ratio and indirectly through parents’ and classmates’ support, with no gender differences found for the overall model. The study highlights the importance of prevention and treatment programs designed to impart adolescents with prosocial self-control skills, to improve their perceived availability of social support and consequently to increase their positivity ratio during this intense developmental period.

Television Viewing, Computer Use, and a Hostile Perception of Classmates Among Adolescents From 34 Countries

2008 ◽  
Vol 67 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Emmanuel Kuntsche ◽  
Mary Overpeck ◽  
Lorenza Dallago
Keyword(s):  
Computer Use ◽  
Television Viewing ◽  
Significant Risk ◽  
Multilevel Regression ◽  
Average Amount ◽  
School Aged Children ◽  
Survey Results ◽  
Explained Variation ◽  
The Relationship ◽  
Classmate Support

The present study investigated the relationship between adolescents’ perception of a lack of classmate support and their individual and their respective culture’s daily amounts of television viewing and computer use. We tested multilevel regression models based on data from the responses of 150 552 adolescents aged 11, 13, and 15 years from 34 cultures who participated in the 2001-2002 Health Behavior in School-Aged Children (HBSC) survey. Results revealed that the average amount of television viewing in the respective adolescents’ culture explained variation in their perception of a lack of classmate support in addition to their own amount of television viewing. No effect for computer use was found. It appears that, in countries in which a great deal of television is consumed, everyone is affected and not only those who watch a high amount of television. This adds to concerns about television viewing as a significant risk to the health of adolescents.

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