The Direct and Indirect Relationship between Interpersonal Self-Support Traits and Perceived Social Support: A Longitudinal Study

2016 ◽  
Vol 37 (1) ◽  
pp. 73-81 ◽  
Author(s):  
Jie Liu ◽  
Ling - Xiang Xia
2020 ◽  
Vol 11 ◽  
Author(s):  
Jianjie Xu ◽  
Jingyi Ou ◽  
Shuyi Luo ◽  
Zhuojun Wang ◽  
Edward Chang ◽  
...  

2018 ◽  
Vol 24 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Sonya Negriff ◽  
Julie A. Cederbaum ◽  
Daniel S. Lee

The current study examined social support as a mediator between maltreatment experiences (number of victimizations, maltreatment types) and depressive symptoms in adolescence. The data came from the first two time points of a longitudinal study of the effects of maltreatment on adolescent development. The enrolled sample were 454 male and females ( n = 303 maltreated, n = 151 comparison) between 9 and 13 years ( M age = 10.82); Time 2 (T2) occurred approximately 1 year after baseline. Maltreatment data came from case records; participants reported on perceived social support and depressive symptoms. Results from path models indicated that depressive symptoms mediated the association between maltreatment experiences (i.e., physical abuse, neglect, and number of maltreatment victimizations) and family social support. There was no evidence that social support functioned as a mediator. This is the first study to find support for depressive symptoms as a mechanism linking maltreatment with decreased perceived family support. These findings point to the importance of assessing mental health and social support simultaneously to understand the functioning of youth with maltreatment histories.


2020 ◽  
Vol 119 ◽  
pp. 105616
Author(s):  
Guangcan Xiang ◽  
Zhaojun Teng ◽  
Qingqing Li ◽  
Hong Chen ◽  
Cheng Guo

2020 ◽  
Vol 15 (4) ◽  
pp. 357-370
Author(s):  
Paula Caligiuri ◽  
Cathy L.Z. DuBois ◽  
Kyle Lundby ◽  
Elizabeth A Sinclair

We tested whether a semester-long classroom experiential activity designed to foster international and domestic student social interaction increases international students’ sense of belonging and perceived social support. Two studies were conducted testing the effectiveness of this experiential activity which was based on the theoretical underpinnings of how social attachment is formed. The first study was a controlled experiment with freshmen university students. When compared to the control group, the students participating in the experiential activity had an increased sense of belonging and perceived social support by the end of the semester, especially when they had lower levels of openness at the onset of starting college. The second study was a longitudinal study conducted with graduate students. The results found that students had an increase in their sense of belonging and perceived social support. These studies suggest that semester-long classroom experiential activities designed to foster international and domestic student social interaction can foster international students’ sense of belonging and social support.


2016 ◽  
Vol 202 ◽  
pp. 230-235 ◽  
Author(s):  
Marianne Skogbrott Birkeland ◽  
Charlotte Kristensen Knatten ◽  
Marianne Bang Hansen ◽  
Camilla Hem ◽  
Trond Heir

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