scholarly journals Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students From Boarding Schools

2016 ◽  
Vol 31 (4) ◽  
pp. 279-289 ◽  
Author(s):  
Jens P. Pfeiffer ◽  
Martin Pinquart ◽  
Kathrin Krick
Keyword(s):  
Social Support ◽  
Parental Support ◽  
Perceived Social Support ◽  
Peer Group ◽  
Boarding School ◽  
Boarding Schools ◽  
Day School ◽  
Day Schools ◽  
Prosocial Behaviour ◽  
Need Support

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from boarding schools reported higher success in gaining autonomy from parents and forming romantic relationships than students from day schools. However, adolescents from day schools reported higher levels of peer-group integration than students from boarding schools. Compared with students from day schools, students from boarding schools perceived more support from their teachers, but less support from their parents. No difference in prosocial behaviour was found between the two groups. We conclude that some students from boarding schools need support in gaining access to a peer group. In addition, measures are suggested for promoting parental support of students from boarding schools.

Bullying in German boarding schools: A pilot study

2014 ◽  
Vol 35 (6) ◽  
pp. 580-591 ◽  
Author(s):  
Jens P. Pfeiffer ◽  
Martin Pinquart
Keyword(s):  
Life Satisfaction ◽  
Pilot Study ◽  
Boarding School ◽  
Boarding Schools ◽  
Relational Victimization ◽  
Day Schools ◽  
Selection Effects ◽  
Cross Sectional ◽  
Cross Sectional Design

Adolescents who attend boarding schools share more time with peers than do students from day schools which, in turn, could provide more opportunities for bullying. Furthermore, some students attend boarding schools because of former social problems. In order to analyse the role of these factors, we examined the bullying behaviour of 706 German adolescents at boarding and day schools in a cross-sectional design. Adolescents at boarding schools showed higher levels of bullying by comparison to adolescents in day schools. Elevated levels of overt bullying in boarding schools could be explained by selection effects. In addition, more time spent with peers was associated with elevated levels of relational victimization. Furthermore, being overtly bullied showed stronger negative associations with life-satisfaction in students from boarding school than in students living at home.

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.

scholarly journals Peranan Persepsi Dukungan Sosial terhadap Kesejahteraan Subjektif di Sekolah pada Siswa Pondok Pesantren Modern

2019 ◽  
Vol 6 (2) ◽  
pp. 131-144
Author(s):  
Hasna Thohiroh ◽  
Langgersari Elsari Novianti ◽  
Whisnu Yudiana
Keyword(s):  
Social Support ◽  
Junior High School ◽  
Perceived Social Support ◽  
Positive Impact ◽  
Boarding School ◽  
Well Being ◽  
School Satisfaction ◽  
Future Research ◽  
Subjective Well Being ◽  
Positive Role

Social support is important to predict subjective well-being in school for students, especially support from friends, parents, and teachers. Students who study at Modern Islamic Boarding, they interact with friends and teachers more often than with parents. The purpose of this study to examine the role of perceived social support from friends, parents, and teachers to enhace subjective well-being in school, and also with each dimension of subjective well-being in school, school satisfaction and affect in school. Participants in this study (N = 264) were a junior high school in grades 7 and 8 in one of the Modern Islamic Boarding School in West Java. The data was obtained using a questionnaire. A multiple regression and path analysis were used to analyze the data. The results shows that perceived social support from friends and teacher has positive impact to subjective well-being in school, while perceived social support from parents is not significantly correlated. Futhermore, perceived social support from friends also has a positive role to enhace school satisfaction and affect in school, perceived social support from teacher significantly correlated with school satisfaction but not with affect in school. The limitation of the study and suggestion for future research were discussed.

scholarly journals PERAN DUKUNGAN SOSIAL ORANGTUA, TEMAN SEBAYA, DAN GURU TERHADAP SCHOOL WELL-BEING SISWA PESANTREN X

2020 ◽  
Vol 4 (1) ◽  
pp. 234
Author(s):  
Irena Nova Wijaya ◽  
Riana Sahrani ◽  
Fransisca Iriani R. Dewi
Keyword(s):  
Social Support ◽  
Quantitative Research ◽  
Peer Groups ◽  
Sampling Technique ◽  
Boarding School ◽  
Well Being ◽  
Boarding Schools ◽  
School Students ◽  
Purposive Sampling ◽  
Role Of Parents

Islamic boarding schools’ education has its own challenges, higher academic loads, longer duration, and other rules that need to be followed. Students' experiences in school will shape students' judgment of their school. Students’ judgment toward their school is defined as school well-being. Researches said that social support has roles in several school well-being dimensions. But there is no research linking social support with a whole school well-being’s dimension. In addition, studies on social support variables (parents, teachers, and peers) and school well-being in the context of Islamic boarding schools are still limited. This study examines the role of parents’, peer groups’, and teachers’ social support in X Islamic Boarding School regarding student’s School Well-Being. This quantitative research, with purposive sampling technique, include 115 teenagers who live in X boarding school. X Islamic boarding school is a modern Islamic boarding school, accredited with C grade, and most of the students come from disadvantaged families. Subject’s average age is 17 years old with (33.9%) boys and (66.1%) girls. Data analysis was done with correlation and regression descriptive statistics. The main result of the research shows that parent’s, peer groups’, and teacher’s social support have no role in X boarding school student’s school well-being (F=0,785, p=0,505>0,05). Further researches data shows parent’s support, peer groups’ support, teacher’s support and school well-being in X Islamic boarding school classified as quiet high. Although, dimension having and being, classified as quiet low. Furthermore, there are parents’, peer groups’ and teachers’ social support role in school well-being’s loving dimension. Pendidikan pesantren memiliki tantangan tersendiri, seperti beban akademis yang lebih tinggi, waktu yang lebih panjang, dan berbagai peraturan yang harus dijalankan. Pengalaman siswa di sekolah akan membentuk penilaian siswa terhadap sekolahnya. Penilaian siswa akan sekolahnya disebut school well-being. Beberapa penelitian menunjukkan dukungan sosial memiliki peran dalam beberapa dimensi dalam school well-being. Namun belum ada penelitian yang menghubungkan dukungan sosial dengan school well-being secara menyeluruh. Selain itu kajian mengenai varibel dukungan sosial (orangtua, guru, dan teman sebaya) dan school well-being dalam konteks pesantren atau sekolah asrama masih terbatas. Penelitian ini bertujuan menguji peran dukungan sosial orangtua, teman sebaya, dan guru terhadap school well-being di pesantren X. Sebanyak 115 remaja menjadi sampel diambil dengan purposive sampling yang berasal dari pesantren X. Pesantren X adalah pesantren modern, terakreditasi C, dan sebagian besar siswa adalah kaum dhuafa. Rerata subyek adalah 17 tahun dengan jenis kelamin laki-laki (33,9%) dan perempuan (66,1%). Analisis data dilakukan dengan statistik deskriptif, uji korelasi, dan regresi. Hasil utama penelitian menunjukkan tidak terdapat peran dukungan sosial orangtua, teman sebaya, dan guru terhadap school well-being pada siswa pesantren X (F=0,785, p=0,505>0,05). Hasil penelitian tambahan menunjukkan gambaran dukungan orangtua, dukungan teman sebaya, dukungan guru, dan school well-being pesantren X tergolong cukup tinggi. Namun pada gambaran dimensi having dan being torgolong cukup rendah. Selanjutnya, terdapat peran dukungan sosial orangtua, dukungan sosial teman, dan dukungan sosial guru terhadap dimensi loving pada variabel school well-being.

Conflict Avoidance in Old Age

GeroPsych ◽  
2017 ◽  
Vol 30 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Lia Oberhauser ◽  
Andreas B. Neubauer ◽  
Eva-Marie Kessler
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Well Being ◽  
Cross Sectional Study ◽  
Conflict Avoidance ◽  
Subjective Well Being ◽  
Sectional Study ◽  
Cross Sectional ◽  
Adult Lifespan ◽  
Set Up

Abstract. Conflict avoidance increases across the adult lifespan. This cross-sectional study looks at conflict avoidance as part of a mechanism to regulate belongingness needs ( Sheldon, 2011 ). We assumed that older adults perceive more threats to their belongingness when they contemplate their future, and that they preventively react with avoidance coping. We set up a model predicting conflict avoidance that included perceptions of future nonbelonging, termed anticipated loneliness, and other predictors including sociodemographics, indicators of subjective well-being and perceived social support (N = 331, aged 40–87). Anticipated loneliness predicted conflict avoidance above all other predictors and partially mediated the age-association of conflict avoidance. Results suggest that belongingness regulation accounts may deepen our understanding of conflict avoidance in the second half of life.

Testing the Strain Theory of Suicide – The Moderating Role of Social Support

Crisis ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Bob Lew ◽  
Ksenia Chistopolskaya ◽  
Yanzheng Liu ◽  
Mansor Abu Talib ◽  
Olga Mitina ◽  
...  
Keyword(s):  
Social Support ◽  
Suicidal Behavior ◽  
Online Survey ◽  
Perceived Social Support ◽  
Strain Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Strains ◽  
Moderating Role

Abstract. Background: According to the strain theory of suicide, strains, resulting from conflicting and competing pressures in an individual's life, are hypothesized to precede suicide. But social support is an important factor that can mitigate strains and lessen their input in suicidal behavior. Aims: This study was designed to assess the moderating role of social support in the relation between strain and suicidality. Methods: A sample of 1,051 employees were recruited in Beijing, the capital of China, through an online survey. Moderation analysis was performed using SPSS PROCESS Macro. Social support was measured with the Multidimensional Scale of Perceived Social Support, and strains were assessed with the Psychological Strains Scale. Results: Psychological strains are a good predictor of suicidality, and social support, a basic need for each human being, moderates and decreases the effects of psychological strains on suicidality. Limitations: The cross-sectional survey limited the extent to which conclusions about causal relationships can be drawn. Furthermore, the results may not be generalized to the whole of China because of its diversity. Conclusion: Social support has a tendency to mitigate the effects of psychological strains on suicidality.

Hostility and Perceptions of Support in Ambiguous Social Interactions

2006 ◽  
Vol 27 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Ana-Maria Vranceanu ◽  
Linda C. Gallo ◽  
Laura M. Bogart
Keyword(s):  
Social Support ◽  
Social Networks ◽  
Information Processing ◽  
Social Interactions ◽  
Social Information Processing ◽  
Perceived Social Support ◽  
Social Information ◽  
Inverse Association ◽  
Processing Bias ◽  
Information Processing Bias

The present study investigated whether a social information processing bias contributes to the inverse association between trait hostility and perceived social support. A sample of 104 undergraduates (50 men) completed a measure of hostility and rated videotaped interactions in which a speaker disclosed a problem while a listener reacted ambiguously. Results showed that hostile persons rated listeners as less friendly and socially supportive across six conversations, although the nature of the hostility effect varied by sex, target rated, and manner in which support was assessed. Hostility and target interactively impacted ratings of support and affiliation only for men. At least in part, a social information processing bias could contribute to hostile persons' perceptions of their social networks.

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