scholarly journals Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

2020 ◽  
Vol 13 (1) ◽  
pp. 19-28
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos

Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.

Author(s):  
Paul Onyango-Delewa

Drawing on network and fiscal federalism theories, we investigated central government patronage and donor aid as antecedents of budget performance in local government (LG). A mixed methods design with data collected from 18 LGs, two ministries, and four donor agencies in Uganda was employed. Results revealed that both central government patronage and donor aid predict budget performance. Moreover, autonomy does not mediate the interactions as initially hypothesized. Implications for theory and practice are discussed and future research direction is provided.


2016 ◽  
Vol 37 (7) ◽  
pp. 975-1003 ◽  
Author(s):  
Stephanie Secord Fredrick ◽  
Michelle Kilpatrick Demaray ◽  
Lyndsay N. Jenkins

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.


2021 ◽  
Vol 13 (13) ◽  
pp. 6992
Author(s):  
Denise Renninger ◽  
David Joseph Sturm ◽  
Adilson Marques ◽  
Miguel Peralta ◽  
Stevo Popovic ◽  
...  

Background: The present study investigates the role of different sources of social support in the relationship of BMI and PA in an international sample of children and adolescents. Methods: Data included 170,211 adolescents (51.5% female), aged 10–16 (M = 13.6, SD = 1.64) from 37 European countries/regions and were retrieved from the 2013/14 Health Behaviour in School-aged Children (HBSC) international database. Results: PA levels in adolescents are lower for girls, decrease with age, and are lower for overweight and obese adolescents compared to underweight and normal-weight adolescents. Peer support and teacher support significantly predict PA (ORpeer = 1.11; ORteacher = 0.97) and vigorous PA frequency (ORpeer = 1.13; ORteacher = 0.94). Family support only affected vigorous PA frequency (OR = 1.03). Family support had a moderating effect on PA in overweight (ORfamily*BMI(overweight) = 0.94) and obese (ORfamily*BMI(obese) = 0.90) adolescents. Peer support had a moderating effect on vigorous PA frequency in obese (ORpeer*BMI(obese) = 1.08) adolescents. Teacher support had a moderating effect on PA (ORteacher*BMI(normal) = 1.05; ORteacher*BMI(overweight) = 1.09) and vigorous PA frequency (ORteacher*BMI(normal) = 1.07; ORteacher*BMI(overweight) = 1.08) in normal-weight and overweight adolescents. Conclusion: Social support helps adolescents to be active. Especially for obese adolescents, support by and relations with peers are important to reach a significant amount of PA.


2021 ◽  
Author(s):  
Esther Vera Gerritzen ◽  
Abigail Rebecca Lee ◽  
Orii McDermott ◽  
Neil Coulson ◽  
Martin Orrell

BACKGROUND Parkinson’s Disease (PD) significantly impacts the lives of people with the diagnosis and their families. Besides the physical symptoms, living with PD also has an emotional impact. This can result in withdrawal from social roles, increasing the risk for social isolation and loneliness. Peer support is a way to stay socially connected, share experiences, and learn new coping skills. Peer support can be provided in-person, but also online. Advantages of online peer support include that it overcomes geographical barriers, provides a form of anonymity, and support can be readily available when needed. However, the psychosocial impact of PD is still under researched and there is no systematic synthesis of online peer support for people with PD yet. OBJECTIVE (1) explore the benefits and challenges of online peer support for people with PD, and (2) identify successful elements of online peer support for people with PD. METHODS The method selected for this systematic review is a narrative synthesis. Six databases were systematically searched in April 2020 for articles published between 1989 and 2020. The quality of the included studies was assessed with the Critical Appraisal Skills Programme qualitative research checklist and the Downs and Black checklist. RESULTS 10,987 unique articles were identified through the systematic database search. Of those, 8 were included in this review. One study was of poor quality, two were of medium/ fair quality, while the rest were of good/ high quality. Online platforms included discussion forums, an online virtual world, and Facebook groups. Besides one, all papers reported on text-based communication between users. Included studies reported on sharing social support and personal experiences. Successful elements included increasing similarity between members and offering the opportunity to directly ask questions to a physician. Challenges included members leaving without a warning and PD symptoms hindering use of technology. CONCLUSIONS Peer support can improve social support and help people with PD in living meaningful and satisfying lives. Peer support is unique and cannot be replaced by family members, friends, or healthcare professionals. Online peer support can be a solution for those who do not have access to an in-person support group, or who’s PD symptoms restrict them to travel. However, research on the personal experiences of those who engage in online peer support and potential barriers in accessing it remains limited. Future research could use qualitative methods to explore these fields further.


2019 ◽  
Vol 28 (3) ◽  
pp. 478-495 ◽  
Author(s):  
Petr Hlad′o ◽  
Lucia Kvasková ◽  
Stanislav Ježek ◽  
Andreas Hirschi ◽  
Petr Macek

This study used a sample of 3,028 vocational upper secondary Czech students to validate the measurement model of the Career Adapt-Abilities Scale—Czech Form, assessing concern, control, curiosity, and confidence as the psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. We moreover examined the associations of parental psychosocial support, parental instrumental support (action), teacher support, and peer support with the four components of career adaptability. As expected, social support provided by significant others was positively associated with career adaptability. Diverse sources of social support related differently to various career adaptability components. Career concern and confidence were associated simultaneously with parental psychosocial support, teacher support, and peer support while control was associated only with the parental and friend support and curiosity was associated with the social support from teachers and friends. Moreover, parental instrumental support did not show any significant link to career adaptability components.


Author(s):  
HyungJu Kim ◽  
TaeYong Yoo

The first purpose of this study was to examine the effect of job overload on job burnout through a mediating variable of positive psychological capital. And the second purpose was to examine the moderating effect of social support as an environmental variable and personality(emotional stability and extraversion) as a personal variable on the relationship between job overload and positive psychological capital. Data were gathered from 312 employees who were working in various organizations in Korea. As results, job overload had negative relationship with positive psychological capital and positive relationship with job burnout. Positive psychological capital had mediation effect on the relationship between job overload and job burnout. And social support had moderating effect on the relationship job overload and positive psychological capital because the relationship was less negative when social support was high than low. Also the extraversion had moderating effect on the relationship job overload and positive psychological capital because the relationship was less negative when extraversion was high than low. Finally the implications for research and practice, limitations, and future research tasks were discussed.


2017 ◽  
Vol 62 (1) ◽  
pp. 37-55 ◽  
Author(s):  
Paula Olszewski-Kubilius ◽  
Susan Corwith

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research.


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