School victimization and self‐esteem: Reciprocal relationships and the moderating roles of peer support and teacher support

2021 ◽  
Author(s):  
Xiaolin Guo ◽  
Yunyun Zhang ◽  
Yuxuan Chen ◽  
Libin Zhang
Keyword(s):  
Peer Support ◽  
Teacher Support ◽  
Self Esteem ◽  
Reciprocal Relationships ◽  
School Victimization

Variations and Similarities in School Victimization

2018 ◽  
pp. 47-68
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
School Climate ◽  
Sexual Minority ◽  
Teacher Support ◽  
Latent Class ◽  
Minority Status ◽  
Structural Patterns ◽  
Base Rates ◽  
Multiple Contexts ◽  
Latent Class Analyses ◽  
School Victimization

This chapter examines which patterns of victimization are universal and shared by many groups and in multiple contexts and which are more unique to groups or contexts. The chapter distinguishes among base rates (i.e., the prevalence of victimization types) and structures of victimization. It suggests that although base rates of victimization types may vary significantly among different contexts, structural patterns may be much more similar across contexts. The chapter suggests that are multiple ways to address structures of victimization. For example, will the prevalence of being humiliated by a peer always be higher than being pushed or shoved? Are verbal and physical types of victimization correlated in the same ways in different countries? Will latent class analyses reveal the same profiles of students in different countries? cultures? Are poverty, sexual minority status, school climate, and teacher support associated with victimization in the same way in different countries?

The buffering effect of peer support on the links between family rejection and psychosocial adjustment in LGB emerging adults

2017 ◽  
Vol 35 (6) ◽  
pp. 854-871 ◽  
Author(s):  
Luis A. Parra ◽  
Timothy S. Bell ◽  
Michael Benibgui ◽  
Jonathan L. Helm ◽  
Paul D. Hastings
Keyword(s):  
Social Support ◽  
Emerging Adults ◽  
Peer Support ◽  
Psychosocial Adjustment ◽  
Family Of Origin ◽  
Mental Health Problems ◽  
Peer Group ◽  
Self Esteem ◽  
Depression Symptoms ◽  
Peer Social Support

Lesbian, gay, and bisexual (LGB) emerging adults often seek support from their peers if they lack support from their family of origin. We predicted that peer social support would moderate the link between negative family relationships and psychosocial adjustment, such that in the context of family rejection, experiencing more peer support would predict lower levels of anxiety, depression, and internalized homonegativity (IH) and higher self-esteem. Sixty-two (27 females) LGB individuals (ages 17–27, M = 21.34 years, SD = 2.65) reported on their families’ attitudes toward homosexuality, experiences of family victimization, peer social support, anxiety and depression symptoms, IH, and self-esteem. Results showed that peer social support moderated the link between negative family attitudes and anxiety and also moderated the link between family victimization and depression. The moderating effects suggest that having a supportive peer group may protect against mental health problems for LGB emerging adults who lack support from their family of origin.

scholarly journals Perceived Peer Support, Autonomy and Self-Esteem Among Boarding School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 235-240
Author(s):  
Nurul Hidayah ◽  
Mohammad Sahari Nordin
Keyword(s):  
Peer Support ◽  
Quantitative Method ◽  
Boarding School ◽  
Self Esteem ◽  
Learning Activities ◽  
Decision Making Process ◽  
School Students ◽  
Support Autonomy ◽  
Teaching Learning ◽  
High Level

 This study conducted to investigate perceived peer support and autonomy among boarding school students and its correlation with their self-esteem. Among 131 students from two selected boarding schools been the participant of this study. The researchers applied quantitative method in collecting data. The questionnaire adopted for this research was developed by Yueming Jia et al, (2009) and Way et al. (2007).  The data showns that boarding school students perceived high level of peer support and autonomy. This due to amount of time they spend together in school hours and in the dormitory.  They got the chances to to get involved in the decision-making process of the school like school regulation, teaching-learning activities and sports among classes.   However, the study also found that there is no correlation between perceived peer support, autonomy and boarding school students’ self-esteem. This finding contradicted former studies which shows that social interaction with peer partly affect students’ mental health and self-esteem. 

scholarly journals Physical Activity and Body-Mass-Index: Do Family, Friends and Teachers Restrain the Risk for Physical Inactivity in Adolescents?

2021 ◽  
Vol 13 (13) ◽  
pp. 6992
Author(s):  
Denise Renninger ◽  
David Joseph Sturm ◽  
Adilson Marques ◽  
Miguel Peralta ◽  
Stevo Popovic ◽  
...  
Keyword(s):  
Social Support ◽  
Family Support ◽  
Peer Support ◽  
Teacher Support ◽  
Normal Weight ◽  
Moderating Effect ◽  
Obese Adolescents ◽  
School Aged Children ◽  
Relationship Of

Background: The present study investigates the role of different sources of social support in the relationship of BMI and PA in an international sample of children and adolescents. Methods: Data included 170,211 adolescents (51.5% female), aged 10–16 (M = 13.6, SD = 1.64) from 37 European countries/regions and were retrieved from the 2013/14 Health Behaviour in School-aged Children (HBSC) international database. Results: PA levels in adolescents are lower for girls, decrease with age, and are lower for overweight and obese adolescents compared to underweight and normal-weight adolescents. Peer support and teacher support significantly predict PA (ORpeer = 1.11; ORteacher = 0.97) and vigorous PA frequency (ORpeer = 1.13; ORteacher = 0.94). Family support only affected vigorous PA frequency (OR = 1.03). Family support had a moderating effect on PA in overweight (ORfamily*BMI(overweight) = 0.94) and obese (ORfamily*BMI(obese) = 0.90) adolescents. Peer support had a moderating effect on vigorous PA frequency in obese (ORpeer*BMI(obese) = 1.08) adolescents. Teacher support had a moderating effect on PA (ORteacher*BMI(normal) = 1.05; ORteacher*BMI(overweight) = 1.09) and vigorous PA frequency (ORteacher*BMI(normal) = 1.07; ORteacher*BMI(overweight) = 1.08) in normal-weight and overweight adolescents. Conclusion: Social support helps adolescents to be active. Especially for obese adolescents, support by and relations with peers are important to reach a significant amount of PA.

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