title: School-related social support and subjective well-being in school among adolescents: The role of self-system factors.
abstract: This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed.
authors.affiliation: School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China. Electronic address: paipaishu@163.com.
authors.forename: Lili
authors.initials: L
authors.lastname: Tian
authors.affiliation: School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China; Wuhan Optical Valley 2nd Junior High School, Wuhan 430074, People's Republic of China.
authors.forename: Jie
authors.initials: J
authors.lastname: Zhao
authors.affiliation: Department of Psychology, University of South Carolina, Columbia, SC, USA.
authors.forename: E Scott
authors.initials: ES
authors.lastname: Huebner
mesh_terms: D000293:Adolescent; D005260:Female; D006801:Humans; D008297:Male; D010549:Personal Satisfaction; D012929:Psychological Distance; D012574:Schools; D012649:Self Concept; D012944:Social Support; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires
keywords: Adolescent; Moderated mediation; Scholastic competence; School-related social support; Social acceptance; Subjective well-being in school