Vieno Alessio, Santinello Massimo, Pastore Massimiliano, Perkins Douglas D
Department of Developmental and Social Psychology, University of Padova, via Belzoni, 80, 35131 Padova, Italy.
Am J Community Psychol. 2007 Mar;39(1-2):177-90. doi: 10.1007/s10464-007-9095-2.
Influences of different sources of social support (from parents and friends), school sense of community, and self-efficacy on psychosocial well being (as measured by self-reported life satisfaction and psychological symptoms) in early adolescence were investigated in an integrative model. The model was tested using structural equation modeling. Multi-group comparisons were used to estimate differences between sex and age groups. The survey sample was composed of 7,097 students in Northern Italy (51.4% male) divided into three age cohorts (equivalent to 6th, 8th, and 10th grades with median ages of 11, 13, and 15). Findings obtained using SEM were consistent with self-efficacy and school sense of community mediating effects of social support on psychosocial adjustment. The multi-group comparison indicates a need for more complex developmental models and more research on how changing forms of support interact with each other as their effects also change during this important stage of the life. Implications for primary prevention and cross-cultural comparisons are discussed.
在一个综合模型中，研究了不同社会支持来源（来自父母和朋友）、学校社区感以及自我效能感对青少年早期心理社会幸福感（通过自我报告的生活满意度和心理症状来衡量）的影响。使用结构方程模型对该模型进行了检验。采用多组比较来估计性别和年龄组之间的差异。调查样本由意大利北部的7097名学生组成（51.4%为男性），分为三个年龄队列（相当于六年级、八年级和十年级，中位年龄分别为11岁、13岁和15岁）。使用结构方程模型获得的结果与自我效能感和学校社区感在社会支持对心理社会适应的中介作用一致。多组比较表明需要更复杂的发展模型，以及更多关于在生命的这一重要阶段，随着支持形式的变化其相互作用方式以及效果如何变化的研究。讨论了对初级预防和跨文化比较的启示。
