The Mediating Effect of Optimism on the Relationship between Perceived Social Support and Academic Failure Tolerance of Upper Graders of Elementary School

2018 ◽  
Vol 17 (4) ◽  
pp. 513-535
Author(s):  
Suhyun Jeon ◽  
◽  
Taechul Yeo
Keyword(s):  
Social Support ◽  
Elementary School ◽  
Perceived Social Support ◽  
Academic Failure ◽  
Mediating Effect ◽  
Failure Tolerance ◽  
The Relationship

Online Support Group Participation and Social Support: Incorporating Identification and Interpersonal Bonds

2019 ◽  
Vol 50 (5) ◽  
pp. 593-622 ◽  
Author(s):  
Yaguang Zhu ◽  
Keri K. Stephens
Keyword(s):  
Social Support ◽  
Support Groups ◽  
Perceived Social Support ◽  
Group Communication ◽  
Mediating Effect ◽  
Online Support ◽  
Online Support Groups ◽  
Online Support Group ◽  
The Relationship ◽  
Practical Implications

An increasing number of people with chronic diseases exchange social support using online support groups (OSGs). However, there is little understanding of group communication mechanisms that underpin the relationship between OSG participation and social support. Drawing on Prentice, Miller, and Lightdale’s common-identity and common-bond framework, we propose and test a theoretical model that explains group communication mechanisms through which members’ participation influences their perceived social support. In the process, we identified and empirically validated a three-factor solution for an OSG participation scale. Based on 356 users across 12 popular OSGs, we find that two group communication mechanisms—identification with the community and interpersonal bonds with other members—mediate the relationship between OSG participation and perceived social support. Specifically, identification has a stronger mediating effect than interpersonal bonds in the relationship between OSG participation and perceived social support. We also discuss theoretical and practical implications.

scholarly journals DUKUNGAN SOSIAL DAN RESILIENSI DIRI PADA GURU SEKOLAH DASAR

2018 ◽  
Vol 7 (1) ◽  
pp. 53-59
Author(s):  
Zarina Akbar ◽  
Oliver Tahoma
Keyword(s):  
Social Support ◽  
Elementary School ◽  
Significant Relationship ◽  
Perceived Social Support ◽  
School Teacher ◽  
Sampling Technique ◽  
Elementary School Teacher ◽  
Quantitative Approach ◽  
Purposive Sampling ◽  
The Relationship

This study aimed to examined the relationship between social support and resilience among elementary school teacher. This study use a correlational quantitative approach to determined the relationship. A total of 100 teacher were participating in this study, and gathered using a purposive sampling technique. Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS) and Resiliencce Quotient Test. Pearson Product Moment with SPSS version 16.0 was used to test the hypothesis of the study. The results show that, r=0,706; p = 0,000 < 0,05. This results suggested that there is a significant relationship with positive concentration between social support and resilience among elementary school teacher.  

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