Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model
Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model
复制标题
青春期早期的社会支持、学校社区意识和作为资源的自我效能：综合模型
DOI：
10.1007/s10464-007-9095-2
复制
发表时间：
2007
影响因子：
3.1
通讯作者：
Douglas D. Perkins
中科院分区：
文献类型：
--
作者：
A. Vieno;M. Santinello;M. Pastore;Douglas D. Perkins
本研究采用整合模型考察了不同来源的社会支持（来自父母和朋友）、学校社区感和自我效能感对青少年早期心理社会幸福感的影响（以自我报告的生活满意度和心理症状为测量指标）。该模型进行了测试，使用结构方程模型。多组比较用于估计性别和年龄组之间的差异。调查样本由北方意大利的7,097名学生（51.4%为男性）组成，分为三个年龄组（相当于6年级、8年级和10年级，中位年龄为11岁、13岁和15岁）。使用结构方程模型得到的结果与自我效能感和学校社区感的社会支持的心理社会适应的中介作用是一致的。多组比较表明，需要更复杂的发展模型和更多的研究如何不断变化的支持形式相互作用，因为它们的影响也在生命的这一重要阶段发生变化。初级预防和跨文化比较的影响进行了讨论。
Influences of different sources of social support (from parents and friends), school sense of community, and self-efficacy on psychosocial well being (as measured by self-reported life satisfaction and psychological symptoms) in early adolescence were investigated in an integrative model. The model was tested using structural equation modeling. Multi-group comparisons were used to estimate differences between sex and age groups. The survey sample was composed of 7,097 students in Northern Italy (51.4% male) divided into three age cohorts (equivalent to 6th, 8th, and 10th grades with median ages of 11, 13, and 15). Findings obtained using SEM were consistent with self-efficacy and school sense of community mediating effects of social support on psychosocial adjustment. The multi-group comparison indicates a need for more complex developmental models and more research on how changing forms of support interact with each other as their effects also change during this important stage of the life. Implications for primary prevention and cross-cultural comparisons are discussed.
影响因子：
4.6
作者：
Reed W. Larson
通讯作者：
Reed W. Larson
影响因子：
4
作者：
DuBois, DL;Burk-Braxton, C;Moran, BL
通讯作者：
Moran, BL