Faculty of Education and Culture, Tampere University.
School of Applied Educational Science and Teacher Education, University of Eastern Finland.
Dev Psychol. 2022 Dec;58(12):2336-2349. doi: 10.1037/dev0001439. Epub 2022 Sep 1.
Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a sample of 1,545 Finnish lower secondary school students in Grades 7, 8, and 9 (age 13, girls 51%). Latent transition analyses identified a six-profile solution for each wave of data and revealed substantial inequality in perceived social support. First, we found four profiles where social support from all three sources was experienced either on high, moderate, low, or very low level labeled as (33%), (43%), (13%), and (3%), respectively. In addition, two "mixed profiles" were found, where a low level of social support from one source was combined with moderate levels of social support from two other sources. These two profiles were labeled as (5%) and (3%) profiles. The social support profiles differed from each other in terms of study engagement and study-related burnout, suggesting that social support from specific sources has a somewhat different effect on features of students' study wellbeing. Moreover, the results showed that the experiences of school-related social support and study wellbeing are prone to change, highlighting the importance of each source of support throughout the students' school path. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
有效的教师、同伴和监护人的社会支持是促进学生在学校学习幸福感的关键。然而，很少有纵向研究检验过不同类型的社会支持对学生学习幸福感的影响。为了解决这一限制，我们在芬兰 7 至 9 年级（年龄 13 岁，女生 51%）的 1545 名初中生样本中测量了与学校相关的社会支持的多个维度（教师、同伴和监护人支持）、学习投入和与学习相关的倦怠。潜在转移分析为每一波数据确定了六个特征的解决方案，并揭示了感知到的社会支持存在很大的不平等。首先，我们发现了四个特征，其中来自所有三个来源的社会支持都处于高水平、中等水平、低水平或非常低水平，分别标记为 （33%）、 （43%）、 （13%）和 （3%）。此外，还发现了两个“混合特征”，其中一个来源的社会支持水平较低，同时其他两个来源的社会支持水平中等。这两个特征分别标记为 （5%）和 （3%）。社会支持特征在学习投入和与学习相关的倦怠方面存在差异，表明来自特定来源的社会支持对学生学习幸福感的特征具有不同的影响。此外，研究结果表明，与学校相关的社会支持和学习幸福感的体验容易发生变化，突出了在学生的整个学校生涯中每个支持来源的重要性。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
