Northern Illinois University, DeKalb, IL, USA.
J Youth Adolesc. 2009 Jan;38(1):13-28. doi: 10.1007/s10964-007-9258-3. Epub 2007 Dec 6.
The goal of this study was to investigate the relationship between the perceived frequency and perceived importance of social support with youth's self-concept. Data from a large representative sample of 921 children and adolescents in grades 3 through 12 were analyzed. Results indicated that the relationships between the frequency of social support from parents, teachers, classmates, and close friends with self-concept were significant. However, only the perceived importance of social support from teachers was significantly related to self-concept. Finally, an interaction was found between the frequency of social support and the importance of social support from classmates and close friends on self-concept. These results suggest that self-evaluations of the importance of teacher support may be especially influential for youths' self-concept, and that the ability to discount the value of support from classmates and friends, when it is lacking, may be protective to the self-concept of children and adolescents.
本研究旨在探讨青少年感知到的社会支持频率和重要性与自我概念之间的关系。对来自 3 至 12 年级的 921 名儿童和青少年的大代表性样本进行了数据分析。结果表明，父母、教师、同学和亲密朋友提供社会支持的频率与自我概念之间存在显著关系。然而，只有教师提供社会支持的感知重要性与自我概念显著相关。最后，还发现了同学和亲密朋友提供社会支持的频率和重要性之间的相互作用对自我概念的影响。这些结果表明，对教师支持的重要性的自我评估可能对青少年的自我概念特别有影响，而当缺乏同学和朋友的支持时，能够降低其价值的能力可能对儿童和青少年的自我概念具有保护作用。
