Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missi...

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Autores principales:	Frances Hoferichter, Stefan Kulakow, Miriam C. Hufenbach
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	social support teachers peers parents middle school students well-being Psychology BF1-990
Acceso en línea:	https://doaj.org/article/8f43aab850dc44c0af430766a85633ed
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spelling	oai:doaj.org-article:8f43aab850dc44c0af430766a85633ed2021-12-02T05:45:51ZSupport From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being1664-107810.3389/fpsyg.2021.758226https://doaj.org/article/8f43aab850dc44c0af430766a85633ed2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.758226/fullhttps://doaj.org/toc/1664-1078Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.Frances HoferichterStefan KulakowMiriam C. HufenbachFrontiers Media S.A.articlesocial supportteacherspeersparentsmiddle school studentswell-beingPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	social support teachers peers parents middle school students well-being Psychology BF1-990
spellingShingle	social support teachers peers parents middle school students well-being Psychology BF1-990 Frances Hoferichter Stefan Kulakow Miriam C. Hufenbach Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
description	Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
format	article
author	Frances Hoferichter Stefan Kulakow Miriam C. Hufenbach
author_facet	Frances Hoferichter Stefan Kulakow Miriam C. Hufenbach
author_sort	Frances Hoferichter
title	Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
title_short	Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
title_full	Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
title_fullStr	Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
title_full_unstemmed	Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being
title_sort	support from parents, peers, and teachers is differently associated with middle school students’ well-being
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/8f43aab850dc44c0af430766a85633ed
work_keys_str_mv	AT franceshoferichter supportfromparentspeersandteachersisdifferentlyassociatedwithmiddleschoolstudentswellbeing AT stefankulakow supportfromparentspeersandteachersisdifferentlyassociatedwithmiddleschoolstudentswellbeing AT miriamchufenbach supportfromparentspeersandteachersisdifferentlyassociatedwithmiddleschoolstudentswellbeing
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Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

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