Swipe om te navigeren naar een ander artikel
The study focused on the transition from middle school to high school and aimed to verify the mediating role that perceived peer support may play in the relationship between family functioning in middle school and school satisfaction in high school. In middle school (Wave 1), participants were 208 adolescents (106 boys and 102 girls) aged 12–13 years (M = 12.56; SD = .61), attending the last classes of two middle public schools located in Italy. One year later (Wave 2), 155 adolescents (76 boys and 79 girls) participated again in the study when they attended the first classes of high school (M = 13.91; SD = .75). Participants completed the Italian Version of Family Assessment Device and the Social Support Questionnaire (short from) in Wave 1 and the Multidimensional Students’ Life Satisfaction Scale in Wave 2. Results showed that among family functioning dimensions, only affective involvement positively predicted perceived peer support and school satisfaction. The mediation models showed that perceived peer support in middle school mediated the relationship between affective involvement in middle school and school satisfaction in high school. Our results confirm the role of subjective perception of peer support in contributing to the prediction of school satisfaction beyond good parental affective involvement.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, African-American students. School Psychology Quarterly, 13, 25–44. CrossRef
Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U (1994). Ecological models of human development. In International Encyclopedia of Education. 2nd edn. Oxford: Elsevier.
Chappel, A. M., Suldo, S. M., & Ogg, J. A. (2014). Associations between adolescents’ family stressors and life satisfaction. Journal of Child and Family Studies, 23, 76–84. CrossRef
Chen, W. B., & Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. Journal of Educational Research, 103, 53–62. CrossRef
Daehlen, M. (2015). Child welfare clients and school satisfaction. European Journal of Social Work, 18, 430–442. CrossRef
DeSantis-King, A. L., Huebner, S., Suldo, S. M., & Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1, 279–295. CrossRef
Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. The Journal of Early Adolescence, 37, 1280–1308. CrossRef
Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9, 171–180. CrossRef
Epstein, J. L., & Mcpartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30. CrossRef
Epstein, N., Ryan, C., Bishop, D., Miller, I., & Keitner, G. (2003). The McMaster model: A view of healthy family functioning. In F. Walsh (Ed.), Normal family processes: Growing diversity and complexity (3rd ed., pp. 581–607). New York, NY: Guilford Press.
Freund, A. M., Weiss, D., & Wiese, B. S. (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10, 580–596. CrossRef
Gómez, D. O., Casas, F., Inzunza, J. A., & Costa, P. A. (2017). School and neighborhood: influences ofsubjective well-being in Chilean children. In: Sarriera J., & Bedin L. (Eds), Psychosocial well-being of childrenand adolescents in Latin America Children’s well-being: Indicators and research (pp. 153–165). Springer, Cham.
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66, 399–410. CrossRef
Grandi, S., Fabbri, S., Scortichini, S., & Bolzani, R. (2007). Validazione italiana del Family Assessment Device. (FAD). [Italian validation of the Family Assessment Device (FAD)]. Rivista di Psichiatria, 42, 114–122.
Guzzo, G., Lo Cascio, V., & Pace, U. (2013). The role of individual and relational characteristics on alcohol consumption among Italian adolescents: A discriminant function analysis. Child Indicators Research, 6, 605–618. CrossRef
Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition. Journal of Applied Developmental Psychology, 32, 267–277. CrossRef
Hampden-Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69, 248–265. CrossRef
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420. CrossRef
Hayes, A. F. (2013). Introduction to mediation, moderation and conditional process analysis. New York, NY: Guilford Press.
Hidayah, N., Ramli, M. P. M., & Hanurawan, F. (2016). Students’ well-being assessment at school. Journal of Educational, Health and Community Psychology, 5, 62–71. CrossRef
Huebner, E. S. (1991). Initial development and validation of a Multidimensional Life Satisfaction Scale for children. Psychological Assessment, 6, 149–158. CrossRef
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149–158. CrossRef
Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55, 167–183. CrossRef
Huebner, E. S., Zullig, K. J., & Saha, R. (2012). Factor structure and reliability of an abbreviated version of the Multidimensional Students’ Life Satisfaction Scale. Child Indicator Research, 5, 561–657. CrossRef
Jiang, X., Huebner, E. S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social Indicators Research, 114, 1073–1086. CrossRef
Jindal-Snape, D., & Miller, D. J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self- esteem theories. Education Psychology Review, 20, 217–236. CrossRef
Jones, J. D., & Cassidy, J. (2014). Parental attachment style: Examination of links with parent secure base provision and adolescent secure base use. Attachment & Human Development, 16, 437–461. CrossRef
Keay, A., Lang, J., & Frederickson, N. (2015). Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice, 31, 279–292. CrossRef
Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington, DC: National High School Center, American Institutes for Research.
LeBreton, J. M., Wu, J., & Bing, M. N. (2009). The truth(s) on testing for mediation in the social and organizational sciences. In C. E. Lance & R. J. Vandenberg (Eds.), Statistical and methodological myths and urban legends: Doctrine, verity, and fable in the organizational and social sciences. New York, NY: Routledge.
Main, M, Kaplan, N. & Cassidy, J. (1985). Security in infancy, childhood, and adulthood: A move to the level of representation. In I. Bretherton & E. (Eds.), Monographs of the society for research in child development.
Migliorini, L., Tassara, T., & Rania, N. (2018). A study of subjective well-being and life satisfaction in Italy: How are children doing at 8 years of age? Child Indicators Research. https://doi.org/10.1007/s12187-017-9514-3.
Newland, L. A., Lawler, M. J., Giger, J. T., Roh, S., & Carr, E. R. (2015). Predictors of children’s subjective well-Being in rural communities of the United States. Child Indicators Research, 8, 177–198. CrossRef
Oriol, X., Torres, J., Miranda, R., Bilbao, M., & Ortúzar, H. (2017). Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries. Children and Youth Services Review, 80, 149–156. CrossRef
Pace, U., Zappulla, C., Guzzo, G., Di Maggio, R., Laudani, C., & Cacioppo, M. (2014). Internet addiction, temperament, and the moderator role of family emotional involvement. International Journal of Mental Health and Addiction, 12, 52–63. CrossRef
Pace, U., Zappulla, C., & Di Maggio, R. (2016). The mediating role of perceived peer support in the relation between quality of attachment and internalizing problems in adolescence: A longitudinal perspective. Attachment & Human Development, 18, 508–524. CrossRef
Passanisi, A., & Pace, U. (2017). The unique and common contributions of impulsivity and decision-making strategies among young adult Italian regular gamblers. Personality and Individual Differences, 105, 24–29. CrossRef
Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school-significant positive and negative school experiences of Finnish ninth graders. European Journal of Psychology of Education, 25, 207–221. CrossRef
Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44, 127–139. CrossRef
Sarason, I. G., Sarason, B. R., Shearin, E. N., & Pierce, G. R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of Social and Personal Relationships, 4, 497–510. CrossRef
Scalera, V., & Alivernini, F. (2010). High school transition: Theoretical underpinnings, development and validation of the Transition Difficulty Scale (SDIT). Journal of Educational, Cultural and Psychological Studies, 2, 55–94.
Seibert, A., & Kerns, K. (2015). Early mother–child attachment: Longitudinal prediction to the quality of peer relationships in middle childhood. International Journal of Behavioral Development, 39, 130–138. CrossRef
Smokowski, P. R., Bacallao, M. L., Cotter, K. L., & Evans, C. B. (2015). The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth. Child Psychiatry & Human Development, 46, 333–345. CrossRef
Suizzo, M. A., Jackson, K. M., Pahlke, E., McClain, S., Marroquin, Y., Blondeau, L. A., & Hong, K. (2016). Parents’ school satisfaction and academic socialization predict adolescents’ autonomous motivation: A mixed-method study of low-income ethnic minority families. Journal of Adolescent Research, 31, 343–374. CrossRef
Sun, R. C. (2016). Student misbehavior in Hong Kong: The predictive role of positive youth development and school satisfaction. Applied Research in Quality of Life, 11, 773–789. CrossRef
Tian, L., Chu, S., & Huebner, E. S. (2016). The chain of relationships among gratitude, prosocial behavior and elementary school students’ school satisfaction: The role of school affect. Child Indicators Research, 9, 515–532. CrossRef
Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128, 105–129. CrossRef
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (1990). Digest of Education Statistics, 1989. Washington, DC.
Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well being in school: The role of students’ ethnicity. Journal of Youth and Adolescence, 34, 269–278. CrossRef
Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228. CrossRef
West, P., Sweeting, H., & Young, R. (2010). Transition matters: Pupils’ experiences of the primary-secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research Papers in Education, 25, 21–50. CrossRef
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66, 377–397. CrossRef
Woolley, M. E., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43–70. CrossRef
Zappulla, C., Pace, U., Lo Cascio, V., Guzzo, G., & Huebner, E. S. (2014). Factor structure and convergent validity of the long and abbreviated versions of the Multidimensional Students’ Life Satisfaction Scale in an Italian sample. Social Indicators Research, 118, 57–69.
- The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction
- Springer US