Version 1
: Received: 14 June 2023 / Approved: 16 June 2023 / Online: 16 June 2023 (11:00:41 CEST)
How to cite:
Fino, E.; Kapllanaj, M.; Crocetti, E.; Rubini, M. Who Matters the Most? The Role of Parents, Teachers, and Peers’ Support in Adolescents’ Well-being. Preprints2023, 2023061229. https://doi.org/10.20944/preprints202306.1229.v1
Fino, E.; Kapllanaj, M.; Crocetti, E.; Rubini, M. Who Matters the Most? The Role of Parents, Teachers, and Peers’ Support in Adolescents’ Well-being. Preprints 2023, 2023061229. https://doi.org/10.20944/preprints202306.1229.v1
Fino, E.; Kapllanaj, M.; Crocetti, E.; Rubini, M. Who Matters the Most? The Role of Parents, Teachers, and Peers’ Support in Adolescents’ Well-being. Preprints2023, 2023061229. https://doi.org/10.20944/preprints202306.1229.v1
APA Style
Fino, E., Kapllanaj, M., Crocetti, E., & Rubini, M. (2023). Who Matters the Most? The Role of Parents, Teachers, and Peers’ Support in Adolescents’ Well-being. Preprints. https://doi.org/10.20944/preprints202306.1229.v1
Chicago/Turabian Style
Fino, E., Elisabetta Crocetti and Monica Rubini. 2023 "Who Matters the Most? The Role of Parents, Teachers, and Peers’ Support in Adolescents’ Well-being" Preprints. https://doi.org/10.20944/preprints202306.1229.v1
Abstract
(1) Background: Adolescent well-being is a multifaceted construct embedded in family, school, and peer socialization contexts. By adopting a social-psychological perspective we test the association between three sources of support (parents, teachers, peers) and specific components of subjective well-being (cognitive, affective, global-and-domain-specific) to determine whether there is a functional specialization of the role that these crucial socialization agents play for adolescents to attain well-being in specific life domains. (2) Methods: Cross-sectional Albanian data from Wave 3 of the Children’s Worlds International Survey (www.isciweb.org) were used, including 2,339 adolescents (age range 9-13; girls = 49.3%). A structural equation model (SEM) was employed to explore associations between supportive relationships with parents, teachers, and peers and adolescent well-being. (3) Results: Findings support a functional specialization hypothesis as parental support was significantly related to global cognitive and affective well-being; teacher support was significantly related with school satisfaction; and significant relations were found between peer support and almost all well-being variables (context-free, domain-based life satisfaction and affective subjective well-being). (4) Conclusions: Findings contribute to a more nuanced understanding of the role of supportive relationships with adults and peers in adolescents’ proximal socialization contexts (family, school, peer groups) and specific components of subjective well-being.
Keywords
early adolescents; socialization contexts; parental support; teacher support; peer support; cognitive and affective well-being; global and domain-based satisfaction with life; school satisfaction
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
