School Social Support Research Articles

An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.

Primary headache in Italian early adolescents: correlation with stress and school social support

The aims of the study are to evaluate the prevalence rates for headache among an Italian sample of early-adolescents and the role of possible related factors (school stress and social support). The survey reported here is part of the larger Health Behaviour in School Aged Children (HBSC) trans-national study, which is co-ordinated by the European Office of the World Health Organization. The data were gathered through self-administered questionnaires filled out by a representative sample of 4,386 (48.4% males) Italian students (11-, 13- and 15-year old). The main areas covered in the questionnaire were health and health behaviour. The overall prevalence of frequent headache (at least once a week) was 40.5%. Boys are less at risk than girls and the prevalence increases with age. Moreover, school demands (positively) and teacher's support (negatively) showed a significant association with the outcome. Compared to other countries, results revealed how this symptom is very common among Italian's early adolescents. Further, results shows the relevance of the school setting, in terms of teacher's demands and support, for the prevention of this symptom among early adolescents.

A life-course approach in explaining social inequity in obesity among young adult men and women

To examine the cumulative influence of adverse behavioural, social, and psychosocial circumstances from adolescence to young adulthood in explaining social differences in overweight and obesity at age 30 years and if explanations differ by gender. A 14-year longitudinal study with 96.4% response rate. Data from 547 men and 497 women from a town in north Sweden who were baseline examined at age 16 years and prospectively followed up to age 30 years. Overweight and obesity were ascertained at ages 16 and 30 years. Occupation and education were used to measure socioeconomic status. The explanatory measurements were: age at menarche, smoking, physical activity, alcohol consumption, TV viewing, home and school environment, social support, social network, and work environment. No gender or social difference in overweight was observed at age 16 years. At age 30 years, significantly more men than women (odds ratio (OR) = 2.81, 95% confidence interval (CI) 2.14-3.68) were overweight or obese. Educational level was associated with overweight at age 30 years, but not occupational class. Both men (OR = 1.55, 95% CI 1.10-2.19) and women (OR = 1.78, 95% CI 1.16-2.73) with low education (< or =11 years) were at risk of overweight. The factors that explained the educational gradient in overweight among men were low parental support in education during adolescence, and physical inactivity, alcohol consumption, and nonparticipation in any association during young adulthood. The educational gradient in overweight in women was explained mostly by adolescence factors, which include early age at menarche, physical inactivity, parental divorce, not being popular in school, and low school control. Restricted financial resource during young adulthood was an additional explanatory factor for women. All these factors were significantly more common among men and women with low education than with high education. Social inequities in overweight reflect the cumulative influence of multiple adverse circumstances experienced from adolescence to young adulthood. Underlying pathways to social inequity in overweight differ between men and women. Policy implications to reduce social inequity in overweight include reduction of social differences in health behaviours and social circumstances that take place at different life stages, particularly psychosocial circumstances during adolescence.

Australian School Students and Social Movement Support

Australian School Students and Social Movement Support

The Dimensionality of Youths' Oriented Interests

ABSTRACTThe stability and validity of two future orientation interests dimensions, matriculation/adulthood tasks and generalized concerns with self and others, was assessed. Using a nationally representative sample of 10th grade (N = 16,842), 12th grade (N = 18,221) and high school dropouts, African, East Asian, European, and Mexican American students' support for the stability of the two dimensions was attained. The positive association between the two future orientation interests (FOI) dimensions and peers' perceived educational engagement and matriculation attitudes provides evidence for the FOI's construct validity. These findings suggest that there is a need to involve school social workers and other support school personnel in efforts to personalize the educational experience in a manner that connects youths' views of their possible future selves to the daily activities of schools.

Life satisfaction in teenage boys: The moderating role of father involvement and bullying

AbstractIt has been suggested that bullying at school and low social support are related to relatively poor mental health in schoolchildren. Based on data from 1344 adolescent boys aged 13–19 years in Britain, this study explored whether father involvement, as an underestimated—in the related research—source of social support, can protect against low levels of satisfaction with life. Multiple regression analysis showed that low father involvement and peer victimization contributed significantly and independently to low levels of life satisfaction in adolescent boys. There was also evidence relating to a buffering effect of father involvement in that father involvement protected children from extreme victimization. Aggr. Behav. 28:126–133, 2002. © 2002 Wiley‐Liss, Inc.

Prevention of obesity--more than an intention. Concept and first results of the Kiel Obesity Prevention Study (KOPS).

Obesity prevention is necessary to address the steady rise in the prevalence of obesity. Although all experts agree that obesity prevention has high priority there is almost no research in this area. The effectiveness of different intervention strategies is not well documented. There is also no structured framework for obesity prevention. Based on (i) our current and limited knowledge and (ii) the idea that prevention of childhood obesity is an effective treatment of adult obesity, the Kiel Obesity Prevention Study (KOPS) was started in 1996. Concept, intervention strategies and first results of KOPS are reported in this paper. KOPS is an ongoing 8 y follow-up study. We first enrolled a large scale cohort of 5 to 7-y-old children, providing sufficient baseline data. KOPS allows further analyses of the role of individual risk factors as well as of long-term effectiveness of different intervention strategies. From 1996 to 1999 a representative group of 2440 5 to 7-y-old children was recruited (ie 30.2% of the total population of 5 to 7-y-old children examined by the school physicians) and a full data set was obtained from 1640 children. Of the children, 340 (20.7%) were considered as overweight and obese, 1108 children (67.6%) were normal weight, and underweight was found in 192 children (11.7%). Of the normal-weight children, 31% or 346 (21.1% of the total population) were considered to have a risk of becoming obese. Cross-sectional data provided evidence that (i) there is an inverse social gradient in childhood overweight as well as health-related behaviours and (ii) parental fatness had a strong influence on childhood overweight. We observed considerable changes in health-related behaviours within 1 y after combined "school-" and "family-based" interventions. Interventions aimed to improve health-related behaviours had significant effects on the age-dependent increases in median triceps skinfolds of the whole group (from 10.9 to 11.3 mm in "intervention schools" vs from 10.7 to 13.0 mm in "control schools", P<0.01) as well as in percentage fat mass of overweight children (increase by 3.6 vs 0.4% per year without and with intervention, respectively; P<0.05). First results of KOPS are promising. Besides health promotion, a better school education and social support seem to be promising strategies for future interventions.

Prevention of obesity--is it possible?

Obesity prevention is necessary to address the steady rise in the prevalence of obesity. Although all experts agree that obesity prevention has high priority there is almost no research in this area. There is also no structured framework for obesity prevention. The effectiveness of different intervention strategies is not well documented. Regarding universal prevention little rigorous evaluation has been carried out in larger populations. Obesity prevention has been integrated into community-wide programmes preventing coronary heart disease. Although effective with respect to reduction in cardiovascular risk factors these programmes did not affect mean body mass index (BMI) of the target populations. Selective prevention directed at high risk individuals (e.g. at children with obese parents) exhibited various degrees of effectiveness. However, at present, definitive statements cannot be made because of the limited number of studies as well as limits in study design. Finally, targeted prevention produced promising results in obese children when compared to no treatment. However, there are only very few longterm follow-up data. There is no clear idea about comprehensive interventions studying combinations of different strategies. It is tempting to speculate that predictors of treatment outcome (e.g. psychological and sociodemographic factors) may also serve as barriers to preventive strategies, but this has not yet been investigated. Taken together, obesity prevention should become a high priority research goal. First results of obesity prevention programmes are promising. As well as health promotion and counselling, better school education and social support appear to be promising strategies for future interventions.

Predictors of Future Expectations of Inner-City Children:

Assessed in the present study were the contributions of variables thought to be related to positive expectations for the future in a sample of inner-city sixth-grade through eighth-grade students. Students completed self-report measures in September and June. At each time point, higher levels of positive expectations for the future were related to lower levels of problem behaviors and peer negative influences and to higher levels of school involvement, internal resources, and social support. In prospective analyses, higher levels of Time 1 problem behaviors and peer negative influences predicted decreases over 9 months in positive expectations for the future; higher levels of family support and problem-solving efficacy predicted increases over 9 months in positive expectations for the future. These findings have implications for further prospective research as well as for designing resilience-promoting prevention programs for at-risk youth.

Racial/Ethnic Identity, Congruence with the Social Context, and the Transition to High School

The transition to high school may serve as a race/ethnicity consciousness-raising experience that stimulates the development of one’s racial/ethnic identity depending on newcomers’ racial/ethnic congruence with the student body and staff, as well as their perceived social transactions with the new school. The nature of this development was tested within samples of poor, urban, Black, White, and Latino students (n = 144). Racial/ethnic identity (group-esteem and exploration) and perceived transactions with school (academic hassles, participation, and social support) were assessed at the end of both the year prior to the transition and the transition year. The results suggested that changes over the transition to senior high school served as a race/ethnicity consciousness-raising experience for both Black and European American students but in dramatically different ways.

Relations between School Type, Occupational Stress, Role Perceptions and Social Support

Occupational stress research is often focused on the individual without adequate consideration of the organisation or environment in which the person works. Schools exemplify organisations which provide a variety of working conditions and the sample of schools in this survey included government and non-government schools from areas of contrasted socioeconomic status. Analyses of questionnaire responses indicated that teachers working in different types of schools report different levels of occupational stress. More particularly, the salience of perceived stressors, levels of role conflict, role ambiguity and social support were found to differ according to school type.