Journal ArticleDOI
Peer Victimization and School Disaffection: Exploring the Moderation Effect of Social Support and the Mediation Effect of Depression.
Benoît Galand,Virginie Hospel +1 more
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TLDR
The results of this study are consistent with the main effect model of social support and highlight the importance of teacher support for school adjustment.Abstract:
Background. Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of socialsupport on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover, recent studies have underlined the importance of taking various sources of social support into account. Aims. This study aims to test the relationships between peer victimization and school disaffection, the moderation effect of parental, peer and teacher social support, and the mediation effect of depression. Sample. Four hundred seventh and eighth graders participated in this study. Method. Students filled out a questionnaire assessing peer victimization, depression, academic self-efficacy, school disaffection, and perceived social support from parents, peers, and teachers. Results. Peer victimization was negatively associated with self-efficacy and positively associated with school disaffection. Regression analyses showed a main negative effect of social support (especially teacher support) on depression and school disaffection and a positive effect on self-efficacy. No significant interactions emerged between victimization and social support or between sources of social support. Path analyses indicated that the effects of victimization on self-efficacy and school disaffection were fully mediated by depression, but that the effects of social support are partially independent of depression. Multigroup analyses indicated that these relationships were parallel among boys and girls. Conclusions. The results of this study are consistent with the main effect model of social support. They also highlight the importance of teacher support for school adjustment.read more
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Journal ArticleDOI
Social support and protection from depression: systematic review of current findings in Western countries
TL;DR: Sources of support varied across life periods, with parental support being most important among children and adolescents, whereas adults and older adults relied more on spouses, followed by family and then friends.
Journal ArticleDOI
A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.
TL;DR: This meta-analysis evaluated the relation between social support and depression in youth and compared the cumulative evidence for 2 theories that have been proposed to explain this association: the general benefits (GB) and stress-buffering (SB) models.
Journal ArticleDOI
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
TL;DR: In this paper, a meta-analytic approach was used to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement.
Journal ArticleDOI
The dangers of the web
TL;DR: Traditional and cyber victimization were positively associated with depression and social support was also an important factor in the relation to depression, however, it did not provide a buffer in the association between victimization and depression.
Journal ArticleDOI
The promotive effects of peer support and active coping on the relationship between bullying victimization and depression among chinese boarding students
Xue Qin Yin,Li Hui Wang,Guo Dong Zhang,Xiao Bing Liang,Jason Li,Marc A. Zimmerman,Jin Liang Wang +6 more
TL;DR: Enhancing active coping and peer support as a prevention strategy to reduce adverse mental health outcomes in adolescents due to bullying victimization is discussed.
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Journal ArticleDOI
School Engagement: Potential of the Concept, State of the Evidence
TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
Journal ArticleDOI
Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment
Tonja R. Nansel,Mary D. Overpeck,Ramani S. Pilla,W. June Ruan,Bruce G. Simons-Morton,Peter C. Scheidt +5 more
TL;DR: The issue of bullying merits serious attention, both for future research and preventive intervention, as well as the potential long-term negative outcomes for these youth.
Book
Bullying at School: What We Know and What We Can Do
TL;DR: In this paper, the authors present an overview of intervention programs for bullying in Norway and Sweden, focusing on three levels of intervention: the individual level: serious talks with the bully, the teacher level, and the class level.