School adjustment in adolescence explained by social support, resilience and positive affect

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-01-11 DOI:10.1007/s10212-023-00785-3

Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte, Oihane Fernández-Lasarte

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Abstract

In order to develop future academic-professional skills and later social and financial independence, an adequate adolescent school adjustment is essential. Therefore, it is necessary to identify the variables that contribute to its improvement in a stage characterised by its decrease. The aim of the present study is to analyse and compare two theoretical models to determine the prediction of teacher and peer support, resilience and positive affect to school adjustment, measured through emotional engagement, school integration problems and perceived academic performance. The design was cross-sectional and participants were 1397 adolescents in high school (M = 13.88, SD = 1.27). The results reveal that teacher and peer support, resilience and positive affect indirectly predict perceived academic performance through school integration problems and emotional engagement. The negative effect of emotional engagement and support from peers on school integration problems is particularly worth highlighting, along with the prediction of resilience on positive affect and that of support from teachers on emotional engagement. The theoretical and practical implications of these results are discussed.

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社会支持、复原力和积极情绪对青少年学校适应的解释

为了培养未来的学术和专业技能以及日后的社会和经济独立，青少年适当的学校适应是至关重要的。因此，有必要确定在青少年适应能力下降的阶段，哪些变量有助于改善青少年的适应能力。本研究的目的是分析和比较两个理论模型，以确定教师和同伴支持、复原力和积极情绪对学校适应性的预测作用。研究采用横断面设计，参与者为 1397 名高中青少年（M=13.88，SD=1.27）。研究结果表明，教师和同伴支持、抗逆力和积极情绪可通过学校融合问题和情感投入间接预测学业成绩。尤其值得强调的是，情感投入和同伴支持对学校融合问题的负面影响，以及复原力对积极情感的预测和教师支持对情感投入的预测。本文讨论了这些结果的理论和实践意义。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.