Abstract
Examined the relationships between negative events, locus of control, social support, and psychological adjustment in an early adolescent sample. Of interest were the potential stress-buffering effects of social support and the conjunctive effects of social support and locus of control upon adjustment. Family support was positively related to adjustment in several domains, whereas school support was only related to school competence. Peer support was positively related to peer competence and anxiety, and negatively related to school competence. Examination of the buffering hypothesis suggested that both family and school support served to moderate the relationship between negative events and school competence. Conjunctive effects were also detected in that school support buffered number of negative events best for those individuals with an internal locus of control for successes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
