Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems

ABSTRACT

The aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems) and externalising behaviour problems (hyperactivity and conduct problems), and alcohol consumption (monthly frequency of consumption, beverage consumption on the weekend, and problematic consumption). Building a structural equation model, we found negative associations between parent support and all internalising and externalising behaviour problem scales. Furthermore, social support from classmates was negatively associated with the internalising behaviour problem scales. In turn, peer problems were negatively associated with alcohol consumption, and conduct problems were positively associated with alcohol consumption. Both parent and teacher support had a direct effect on alcohol consumption, and parent support also had an indirect effect via behaviour problems. The findings highlight the importance of parents and teachers for alcohol consumption during adolescence.

KEYWORDS:

• Social support
• alcohol
• internalising problems
• externalising problems
• adolescence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.

Ethics approval statement

Prior to data collection, approval was obtained from the institutional ethics committee and data protection officer, as well as from the regional school authority board.

Patient consent statement

Legal guardians/parents as well as students provided informed consent prior to partaking in the study.

Additional information

Funding

The current study forms part of a collaborative research project, with the aim to collect data on substance use and addiction in lower secondary school in order to derive empirically-based and targeted preventions. Partial financial support was received from the local prevention committee for printing the questionnaires.

Notes on contributors

Alissa Schüürmann

Dr. Naska Goagoses is a postdoctoral researcher currently working at the Carl von Ossietzky University of Oldenburg, in the Department of Special Needs Education and Rehabilitation. Her research focuses on the academic and social motivation of adolescents, as well as their social and emotional competencies. Dr. Alissa Schüürmann works as a research assistant at the Chair “Pedagogy and Didactics for Learning Disabilities” (Prof. Dr. Clemens Hillenbrand) at the Carl von Ossietzky University of Oldenburg since 2015. She holds a Master of Education in Special Needs Education, and successfully completed her PhD on activity-based intervention for children with developmental risks in 2019.

Naska Goagoses

Dr. Naska Goagoses is a postdoctoral researcher currently working at the Carl von Ossietzky University of Oldenburg, in the Department of Special Needs Education and Rehabilitation. Her research focuses on the academic and social motivation of adolescents, as well as their social and emotional competencies. Dr. Alissa Schüürmann works as a research assistant at the Chair “Pedagogy and Didactics for Learning Disabilities” (Prof. Dr. Clemens Hillenbrand) at the Carl von Ossietzky University of Oldenburg since 2015. She holds a Master of Education in Special Needs Education, and successfully completed her PhD on activity-based intervention for children with developmental risks in 2019.