scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals Social support and its relationship to the level of achievement of high school students in Jordanian public schools: المساندة الاجتماعية وعلاقتها بمستوى الإنجاز لدى طلبة الثانوية العامة في المدارس الحكومية الأردنية

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Samar Fahed Al-Faleh
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Public Schools ◽  
Family Support ◽  
Faculty Members ◽  
School Students ◽  
Government Schools ◽  
The Family ◽  
The Relationship

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.

SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 515-525 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Disclosure ◽  
Close Relationship ◽  
The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

The relationship between high school students’ value preference and social support

2019 ◽  
Vol 6 (4) ◽  
pp. 57-61
Author(s):  
Canan Kocak Altundag ◽  
Ayşem Seda Yucel
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Positive Relationship ◽  
Perceived Social Support ◽  
Human Values ◽  
School Students ◽  
Social Support Scale ◽  
Research Findings ◽  
The Relationship

In this study, some variables were analysed for high school students ‘perceptions of social support’. The sample of this research was 200 students from various high schools. Yildirim (2004) was developed by the ‘Perceived Social Support Scale’ (ASDO-R) and the scale of human values that is created by Dilmac (2007). In the research, the relation between social support and values was defined meaningful. As a result of the study, it was found that there was a significant positive relationship between human values and perceived social support from peer, family and teachers. In the light of research findings, emphasised the importance of additive activities on perceived social support which are effective on coping with problems and suggestions for further researches was made.   Keywords: Human values, social support, high school student.

Mindfulness and Cyberbullying Among Chinese Adolescents: The Mediating Roles of Perceived Social Support and Empathy

2020 ◽  
Vol 35 (6) ◽  
pp. 815-827
Author(s):  
Caimeng Liu ◽  
Linjia Wang ◽  
Zhen Liu ◽  
Ying Li ◽  
Guangzhe Yuan
Keyword(s):  
Social Support ◽  
High School Students ◽  
Perceived Social Support ◽  
Chinese Adolescents ◽  
School Students ◽  
Mindfulness Skills ◽  
Self Reports ◽  
Teachers And Parents ◽  
The Relationship

IntroductionPrevious studies have shown that mindfulness is associated with fewer cyberbullying behaviors in adolescents. The present study investigated the ways in which mindfulness is related to cyberbullying in Chinese adolescents by considering the role of empathy and perceived social support.MethodsA total of 1,390 Chinese high school students were recruited for this study. Adolescents' self-reports of mindfulness, cyberbullying, empathy, and perceived social support were used in the analyses. Results: The results showed our model fitted the data well [χ2/df = 2.413, CFI = 0.968, TLI = 0.958, RMSEA (90% CI) = 0.059 (0.040–0.078)], and revealed empathy and perceived social support partially mediate the relationship between mindfulness and cyberbullying.ConclusionThe results of this study indicate adolescents' mindfulness plays a crucial role on the likelihood of cyberbullying as well as empathy and perceived social support. Improving the mindfulness skills of adolescents should be considered by teachers and parents seeking to decrease cyberbullying.

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