Social support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate

References

• Aldridge, J. M., McChesney, K., & Afari, E. (2020). Associations between school climate and student life satisfaction: Resilience and bullying as mediating factors. Learning Environments Research, 23(1), 129–150. https://doi.org/10.1007/s10984-019-09296-9
   Google Scholar
• Antaramian, S. P. (2020). Life satisfaction. In S. Hupp and J. D. Jewell (Eds.), The encyclopedia of child and adolescent development (pp. 1–10). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119171492.wecad346
   Google Scholar
• Atienza, F., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes [Psychometric properties of life satisfaction scale in adolescents]. Psicothema, 12(2), 314–319.
   Web of Science ®Google Scholar
• Bi, S., Stevens, G. W., Maes, M., Boer, M., Delaruelle, K., Eriksson, C., Brooks, F. M., Tesler, R., van der Schuur, W. A., & Finkenauer, C. (2021). Perceived social support from different sources and adolescent life satisfaction across 42 countries/regions: The moderating role of national-level generalized trust. Journal of Youth and Adolescence, 50(7), 1384–1409. https://doi.org/10.1007/s10964-021-01441-z
   PubMed Web of Science ®Google Scholar
• Bonnie, R. J., Stroud, C., & Breiner, H. (2015). Young adults in the 21st century. In investing in the health and well-being of young adults. National Academies Press.
   Google Scholar
• Bradley, G. L., Ferguson, S., & Zimmer-Gembeck, M. J. (2021). Parental support, peer support and school connectedness as foundations for student engagement and academic achievement in Australian youth. In R. Dimitrova and N. Wiium (Eds.), Handbook of positive youth development (pp. 219–236). Springer.
   Google Scholar
• Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. The Journal of School Health, 84(9), 593–604. https://doi.org/10.1111/josh.12186
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In W. Damon and R. M. Lerne (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0114
   Google Scholar
• Chen, Y., Hinton, C., & VanderWeele, T. J. (2021). School types in adolescence and subsequent health and well-being in young adulthood: An outcome-wide analysis. PLoS One, 16(11), e0258723. https://doi.org/10.1371/journal.pone.0258723
   PubMed Web of Science ®Google Scholar
• Clement, L. M., & Bradley-Garcia, M. (2022). A step-by-step tutorial for performing a moderated mediation analysis using PROCESS. The Quantitative Methods for Psychology, 18(3), 258–271. https://doi.org/10.20982/tqmp.18.3.p258
   Web of Science ®Google Scholar
• Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300–314. https://doi.org/10.1097/00006842-197609000-00003
   PubMed Web of Science ®Google Scholar
• Coelho, V. A., Bear, G. G., & Brás, P. (2020). A multilevel analysis of the importance of school climate for the trajectories of students’ self-concept and self-esteem throughout the middle school transition. Journal of Youth and Adolescence, 49(9), 1793–1804. https://doi.org/10.1007/s10964-020-01245-7
   PubMed Web of Science ®Google Scholar
• Cohen, J. (2013). Creating a positive school climate: A foundation for resilience. In S. Goldstein (Ed.), Handbook of resilience in children (pp. 411–423). Springer. https://doi.org/10.1007/978-1-4614-3661-4
   Google Scholar
• Covell, K. (2010). School engagement and rights‐respecting schools. Cambridge Journal of Education, 40(1), 39–51. https://doi.org/10.1080/03057640903567021
   Web of Science ®Google Scholar
• Coyle, S., Weinreb, K. S., Davila, G., & Cuellar, M. (2022). Relationships matter: The protective role of teacher and peer support in understanding school climate for victimized youth. Child & Youth Care Forum, 51(1), 181–203. https://doi.org/10.1007/s10566-021-09620-6
   Web of Science ®Google Scholar
• Datu, J. A. D., Valdez, J. P., Cabrera, I. K., & Salanga, M. G. (2017). Subjective happiness optimizes educational outcomes: Evidence from Filipino high school students. The Spanish Journal of Psychology, 20, E60. Article E60. https://doi.org/10.1017/sjp.2017.55
   PubMed Web of Science ®Google Scholar
• Demir, M., & Leyendecker, B. (2018). School-related social support is associated with school engagement, self-competence and health-related quality of life (HRQoL) in Turkish immigrant students. Frontiers in Education, 3, 83. https://doi.org/10.3389/feduc.2018.00083
   Google Scholar
• Denovan, A., Dagnall, N., Macaskill, A., & Papageorgiou, K. (2020). Future time perspective, positive emotions and student engagement: A longitudinal study. Studies in Higher Education, 45(7), 1533–1546. https://doi.org/10.1080/03075079.2019.1616168
   Web of Science ®Google Scholar
• Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
   PubMed Web of Science ®Google Scholar
• Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology / Psychologie Canadienne, 58(2), 87–104. https://doi.org/10.1037/cap0000063
   Web of Science ®Google Scholar
• Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14(4), 1453–1477. https://doi.org/10.1007/s12187-021-09809-0
   Web of Science ®Google Scholar
• Engels, M. C., Colpin, H., Wouters, S., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Goossens, L., & Verschueren, K. (2019). Adolescents’ peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach. Learning and Individual Differences, 75, 101759. https://doi.org/10.1016/j.lindif.2019.101759
   Web of Science ®Google Scholar
• Fernández-Lasarte, O., Ramos-Díaz, E., Goñi, E., & Rodríguez-Fernández, A. (2020). The role of social support in school adjustment during secondary education. Psicothema, 32(1), 100–107. https://doi.org/10.7334/psicothema2019.125
   PubMed Web of Science ®Google Scholar
• Field, A. (2009). Discovering statistics using IBM SPSS statistics (3rd ed.). Sage Publications.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore and L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development (pp. 305–321). Springer. https://doi.org/10.1007/0-387- 23823-9_19
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Froh, J. J., Sefi Ck, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213–233. https://doi.org/10.1016/j.jsp.2007.03.005
   PubMed Web of Science ®Google Scholar
• Fullarton, S. (2002). Student engagement with school: Individual and school-level influences. Australian Council for Educational Research.
   Google Scholar
• Gaxiola-Romero, J. C., Gaxiola-Villa, E., Corral-Frías, N. S., & Escobedo-Hernández, P. (2020). Positive learning environment, academic engagement and self-regulated learning in high school students. Acta Colombiana de Psicología, 23(2), 267–278. https://doi.org/10.14718/acp.2020.23.2.11
   Web of Science ®Google Scholar
• González-Ramírez, M. T., & Landero, R. (2014). Propiedades psicométricas de la escala de Apoyo social Familiar y de Amigos (AFA-R) en una muestra de estudiantes [Psychometric properties of the Family and Friends Social Support scale (AFA-R) in a students sample]. Acta de Investigación Psicológica, 4(2), 1469–1480. https://doi.org/10.1016/s2007-4719(14)70387-4
   Google Scholar
• Hakimzadeh, R., Besharat, M. A., Khaleghinezhad, S. A., & Ghorban Jahromi, R. (2016). Peers’ perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach. School Psychology International, 37(3), 240–254. https://doi.org/10.1177/0143034316630020
   Web of Science ®Google Scholar
• Hayes, A. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
   Google Scholar
• Health Behavior in School-Aged Children study [HBSC]. (2008). Health Behaviour in School-aged Children (HBSC) study: International report from the 2005/06 survey. World Health Organization.
   Google Scholar
• Howell, A. J., Keyes, C. L., & Passmore, H. A. (2013). Flourishing among children and adolescents: Structure and correlates of positive mental health, and interventions for its enhancement. In C. Proctor and P. A. Linley (Eds.). Research, applications, and interventions for children and adolescents (pp. 59–79). Springer.
   Google Scholar
• Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49(5), 1057–1072. https://doi.org/10.1007/s10964-019-01184-y
   PubMed Web of Science ®Google Scholar
• Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116
   Web of Science ®Google Scholar
• La Salle, T. P. (2018). International perspectives of school climate. School Psychology International, 39(6), 559–567. https://doi.org/10.1177/0143034318808336
   Web of Science ®Google Scholar
• Lee, M., & Lee, S. M. (2020). Teacher and peer relationships and life satisfaction: Mediating the role of student resilience in south Korean elementary schools. Journal of Psychologists and Counsellors in Schools, 33(1), 13–25. https://doi.org/10.1017/jgc.2020.21
   Google Scholar
• Li, W., Gao, W., & Sha, J. (2020). Perceived teacher autonomy support and school engagement of Tibetan students in elementary and middle schools: Mediating effect of self-efficacy and academic emotions. Frontiers in Psychology, 11, 50. https://doi.org/10.3389/fpsyg.2020.00050
   PubMed Web of Science ®Google Scholar
• Long, E., Zucca, C., & Sweeting, H. (2020). School climate, peer relationships, and adolescent mental health: A social ecological perspective. Youth & Society, 53(8), 1400–1415. https://doi.org/10.1177/0044118X20970232
   PubMed Web of Science ®Google Scholar
• Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and practice. Review of Educational Research, 79(1), 327–365. https://doi.org/10.3102/0034654308325583
   Web of Science ®Google Scholar
• McGiboney, G. W. (2023). The psychology of school climate. Cambridge Scholars Publishing.
   Google Scholar
• Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125(1), 339–357. https://doi.org/10.1007/s11205-014-0842-0
   Web of Science ®Google Scholar
• Moreno, C., Ramos-Valverde, P., Rivera, F., Muñoz-Tinoco, V., Sánchez-Queija, I., Granado, M. C., & Jiménez-Iglesias, A. (2012). Desarrollo adolescente y salud en España: Resumen del estudio Health Behaviour in School Aged Children (HBSC-2006) [Adolescent development and health in Spain: Summary of the study Health Behavior in School Aged Children (HBSC-2006)]. Ministerio de Sanidad, Política Social e Igualdad.
   Google Scholar
• Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.3102/00346543070003323
   Web of Science ®Google Scholar
• Paluck, E. L., Shepherd, H., & Aronow, P. M. (2019). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences, 113(3), 566–571. https://doi.org/10.1073/pnas.1821346116
   Google Scholar
• Ramos-Díaz, E., Rodríguez-Fernández, A., & Revuelta, L. (2016). Validation of the Spanish version of the School Engagement Measure (SEM). The Spanish Journal of Psychology, 19(86), E86. https://doi.org/10.1017/sjp.2016.94
   PubMedGoogle Scholar
• Rodríguez-Fernández, A., Ramos-Díaz, E., & Axpe, I. (2018). The role of resilience and psychological well-being in school engagement and perceived academic performance: An exploratory model to improve academic achievement. In B. Bernal-Morales (Ed.), Health and academic achievement (pp. 159–176). Intechopen. https://doi.org/10.5772/intechopen.73580
   Google Scholar
• Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., & Goñi, A. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International Journal of Clinical and Health Psychology, 16(2), 166–174. https://doi.org/10.1016/j.ijchp.2016.01.003
   PubMed Web of Science ®Google Scholar
• Salman, M., Khan, B., Khan, S. Z., & Khan, R. U. (2021). The impact of heuristic availability bias on investment decision‐making: Moderated mediation model. Business Strategy & Development, 4(3), 246–257. https://doi.org/10.1002/bsd2.148
   Google Scholar
• Sánchez, A. M., Rivas, M. T., & Trianes, M. V. (2017). Eficacia de un programa de intervención para la mejora del clima escolar: Algunos resultados. Electronic Journal of Research in Education Psychology, 4(9), 353–370. https://doi.org/10.25115/ejrep.v4i9.1197
   Google Scholar
• Santos, A. C., Simões, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109, 101830. https://doi.org/10.1016/j.ijer.2021.101830
   Web of Science ®Google Scholar
• Santos-Souza, D. F., Jesus, T. F. D., Noll, P. R. E. S., & Noll, M. (2020). Family and school context: Effects on the mental health of Brazilian students. International Journal of Environmental Research and Public Health, 17(17), 6042. https://doi.org/10.3390/ijerph17176042
   PubMed Web of Science ®Google Scholar
• Skinner, E. A., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. In R. Pekrun and L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 331–347). Routledge.
   Google Scholar
• Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 1–14. https://doi.org/10.3402/ejpt.v5.25338
   Web of Science ®Google Scholar
• Thomas, K. J., Moreira de Cunha, J., Americo de Souza, D., & Santo, J. (2019). Fairness, trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents. Educational Psychology, 39(4), 510–529. https://doi.org/10.1080/01443410.2018.1549726
   Web of Science ®Google Scholar
• Tvedt, M. S., Bru, E., & Idsoe, T. (2021). Perceived teacher support and intentions to quit upper secondary school: Direct, and indirect associations via emotional engagement and boredom. Scandinavian Journal of Educational Research, 65(1), 101–122. https://doi.org/10.1080/00313831.2019.1659401
   Web of Science ®Google Scholar
• Wahlström, J., Låftman, S. B., Modin, B., & Löfstedt, P. (2021). Psychosocial working conditions in school and life satisfaction among adolescents in Sweden: A cross-sectional study. International Journal of Environmental Research and Public Health, 18(10), 5337. https://doi.org/10.1007/s41042-019-00017-4
   PubMed Web of Science ®Google Scholar
• Wang, Z., Liu, C., Li, T., & Zhao, F. (2020). Paternal parenting and depressive symptoms among adolescents: A moderated mediation model of deviant peer affiliation and school climate. Children and Youth Services Review, 119, 105630. https://doi.org/10.1016/j.childyouth.2020.105630
   Web of Science ®Google Scholar
• Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130–139. https://doi.org/10.1016/j.cedpsych.2019.01.003
   Web of Science ®Google Scholar
• Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3–4), 194–213. https://doi.org/10.1007/s10464-007-9143-y
   PubMed Web of Science ®Google Scholar
• Xing, X., & Gordon, H. R. (2021). Mediating effects of school engagement between high school on-time completion and career and technical education. Vocations and Learning, 14(1), 1–21. https://doi.org/10.1007/s12186-020-09252-2
   Web of Science ®Google Scholar
• Yang, C., Sharkey, J. D., Reed, L. A., & Dowdy, E. (2020). Cyberbullying victimization and student engagement among adolescents: Does school climate matter? School Psychology, 35(2), 158–169. https://doi.org/10.1037/spq0000353
   Web of Science ®Google Scholar
• Zacharia, M. G., & Yablon, Y. B. (2022). School bullying and students’ sense of safety in school: The moderating role of school climate. European Journal of Psychology of Education, 37(3), 903–919. https://doi.org/10.1007/s10212-021-00567-9
   Web of Science ®Google Scholar
• Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206. https://doi.org/10.1086/651257
   Web of Science ®Google Scholar
• Zynuddin, S. N., Kenayathulla, H. B., & Sumintono, B. (2023). The relationship between school climate and students’ non-cognitive skills: A systematic literature review. Heliyon, 9(4), e14773. Article E14773. https://doi.org/10.1016/j.heliyon.2023.e14773
   PubMed Web of Science ®Google Scholar