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Gepubliceerd in: Journal of Child and Family Studies 8/2018

02-05-2018 | Original Paper

The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction

Auteurs: Marinella Muscarà, Ugo Pace, Alessia Passanisi, Giulio D’Urso, Carla Zappulla

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 8/2018

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Abstract

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.
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Metagegevens
Titel
The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction
Auteurs
Marinella Muscarà
Ugo Pace
Alessia Passanisi
Giulio D’Urso
Carla Zappulla
Publicatiedatum
02-05-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 8/2018
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-018-1098-0

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