Abstract
This study examined the mediational role of self-esteem in accounting for the empirical link between perceived social support
(parents, friends, and teachers) and school well-being (school satisfaction, positive affect in school, and negative affect
in school). Participants were from China and were 221 early adolescents (Mage = 13.6) and 140 middle adolescents (Mage = 16.4).
Among early adolescents, parent and teacher support, but not friend support, related significantly to positive school well-being.
Among middle adolescents, friend and teacher support, but not parent support, significantly related to school well-being.
For both early and middle adolescents, global self-esteem mediated relations between teacher support and school well-being.
For early adolescents, global self-esteem mediated relations between parent support and school well-being; whereas for middle
adolescents, global self-esteem mediated relations between friend support and school well-being. The findings supported socialcognitive
models of well-being in Chinese context. Implications are discussed in the context of developmental and cultural considerations.
(parents, friends, and teachers) and school well-being (school satisfaction, positive affect in school, and negative affect
in school). Participants were from China and were 221 early adolescents (Mage = 13.6) and 140 middle adolescents (Mage = 16.4).
Among early adolescents, parent and teacher support, but not friend support, related significantly to positive school well-being.
Among middle adolescents, friend and teacher support, but not parent support, significantly related to school well-being.
For both early and middle adolescents, global self-esteem mediated relations between teacher support and school well-being.
For early adolescents, global self-esteem mediated relations between parent support and school well-being; whereas for middle
adolescents, global self-esteem mediated relations between friend support and school well-being. The findings supported socialcognitive
models of well-being in Chinese context. Implications are discussed in the context of developmental and cultural considerations.
- Content Type Journal Article
- Pages 1-18
- DOI 10.1007/s11205-012-0123-8
- Authors
- Lili Tian, Department of Psychology, South China Normal University, Guangzhou, 510631 People’s Republic of China
- Benrong Liu, Department of Psychology, South China Normal University, Guangzhou, 510631 People’s Republic of China
- Siyuan Huang, Department of Psychology, South China Normal University, Guangzhou, 510631 People’s Republic of China
- E. Scott Huebner, University of South Carolina, Columbia, SC, USA
- Journal Social Indicators Research
- Online ISSN 1573-0921
- Print ISSN 0303-8300