Chan Mei-Ki, Sharkey Jill D, Nylund-Gibson Karen, Dowdy Erin, Furlong Michael J
Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, United States of America.
Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, United States of America.
J Sch Psychol. 2022 Apr;91:160-177. doi: 10.1016/j.jsp.2022.01.006. Epub 2022 Feb 3.
Social support is empirically linked to improved adolescent psychological and academic functioning. This study explored typologies characterized by family, peer, and school support among students in early (Grade 7; n = 27,399) and late (Grade 11; n = 27,984) adolescence. We assessed how each latent profile related to key aspects of psychological and academic functioning and the moderation of gender in these associations. Three convergent profiles (i.e., High, Moderate, and Low Support) and two divergent profiles (i.e., Minimum Peer Support and Minimum Family Support) were found in both grade levels, with psychological and academic functioning differentiated by the profiles. The Minimum Peer Support and Minimum Family Support profiles showed the lowest functioning in all domains across grade levels. The High Support profile showed the highest psychological health and academic performance. Gender moderation was observed in the associations between social support profiles and psychological functioning and was more prominent among 7th graders than 11th graders. Findings suggest that social support's impact is determined by combinations of various support sources, age, and gender. The social support profiles and their associations with students' characteristics and outcomes may inform practitioners in supporting vulnerable groups and planning interventions.
社会支持在实证研究中与青少年心理和学业表现的改善相关。本研究探讨了以家庭、同伴和学校支持为特征的类型学，研究对象为青春期早期（7年级；n = 27399）和晚期（11年级；n = 27984）的学生。我们评估了每种潜在概况如何与心理和学业表现的关键方面相关，以及性别在这些关联中的调节作用。在两个年级水平中均发现了三种趋同概况（即高支持、中等支持和低支持）和两种不同概况（即最低同伴支持和最低家庭支持），心理和学业表现因这些概况而有所差异。最低同伴支持和最低家庭支持概况在各年级所有领域的表现最低。高支持概况显示出最高的心理健康和学业成绩。在社会支持概况与心理功能之间的关联中观察到了性别调节作用，且在7年级学生中比11年级学生中更为显著。研究结果表明，社会支持的影响取决于各种支持来源、年龄和性别的组合。社会支持概况及其与学生特征和结果的关联可能会为从业者支持弱势群体和规划干预措施提供参考。
