Appalachian adolescents in an Out-of-School-Time program: Examining the role of social support from family and friends for coping skills and intellectual risk-taking outcomes

Abstract

Research on young adults has emphasized the importance of social support for generating positive physical, mental, and academic outcomes. This study aims to understand the impact of social support from family and friends on coping skills and intellectual risk-taking among high school seniors participating in an Out-of-School-Time (OST) program in Appalachia. Data from the program’s annual evaluation (2014-2018) was analyzed to measure associations between perceived social support from family and friends and students’ coping skills and intellectual risk-taking. Moreover, potential differences in these associations across genders were considered. Analyses found a significant association between family-based social support and coping skills, while friend-based social support was not significantly associated with coping skills. Being female, minority, or first-generation also had positive significant associations with coping skills. In addition, results showed an independent significant association between family and friends’ social support and intellectual risk-taking. The analysis did not find support for a moderating effect of gender. Interestingly, students with a first-generation status displayed significantly greater intellectual risk-taking relative to their non-first-generation peers. Coping skills and intellectual risk-taking are important skills for high school students who are interested in attending college/university. Understanding trends and associations for coping skills and intellectual risk-taking can provide new program activities as well as policies for OST programs. In addition, information can be shared with local communities of the program to implement social support interventions as well as other collegiate programs to increase college persistence and success.