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An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

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Abstract

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.

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Authors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA

    Adrienne L. DeSantis King & Scott Huebner

  2. College of Education, University of South Florida, Tampa, FL, 33620, USA

    Shannon M. Suldo

  3. Arnold School of Public Health, University of South Carolina, Columbia, SC, 29208, USA

    Robert F. Valois

Authors
  1. Adrienne L. DeSantis King
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  2. Scott Huebner
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  3. Shannon M. Suldo
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  4. Robert F. Valois
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Correspondence to Scott Huebner.

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DeSantis King, A.L., Huebner, S., Suldo, S.M. et al. An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems. Applied Research Quality Life 1, 279–295 (2006). https://doi.org/10.1007/s11482-007-9021-7

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  • DOI: https://doi.org/10.1007/s11482-007-9021-7

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