Abstract
ObjectivesThe present study examined the degree to which early adolescents' relationship experiences in school (i.e., peer group belonging, peer victimization, and supportive relationships with adults)—at the individual level and at the school-level—were associated with their dispositional optimism, concurrently and over time. MethodSelf-report data from over 4000 4th and 7th graders were obtained via a population-level measure designed to assess students' supportive relationships, well-being, and resilience (i.e., the Middle Years Development Instrument). An indicator for family income (SES) was obtained through tax filer information. ResultsMultilevel modeling revealed that in Grade 4, greater peer belonging, fewer experiences of peer victimization, and higher levels of adult support in school were linked to higher optimism, above and beyond the effects of sex, age, English as a Second Language (ESL), and SES. Additionally, school-wide levels of peer belonging and adult support (i.e., indicators of a supportive social school climate) were significant positive school-level predictors of optimism. Longitudinally, school-wide peer belonging in Grade 4 was associated to increases in students' optimism from 4th to 7th grade. ConclusionsThe findings suggest that positive relationship experiences in school are key contributors to positive mental health, over and above the absence of negative relationship experiences (i.e., victimization). These findings also suggest that being embedded in a school with a positive social relational climate contributes to students' current and future positive mental health, over and above individual relationships with peers and adults. The present research extends previous research by identifying contextual assets that are linked to dispositional optimism and can be applied in the context of school-based intervention programs to promote positive mental health in schools.
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