The role of supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents

Abstract

This study examined the associations of supportive relationships with academic performance and personal wellbeing in a national sample of early adolescents (N = 6,469). Six latent classes captured variation in youth-reported relational support from adults and peers in school, family, and community contexts. We report four main findings from models testing the associations of latent class with the outcomes. First, the three classes with emotional and informational support from school friends performed at or above the mean on academic performance. Second, the three classes with parental emotional and informational support performed at or above the mean on personal wellbeing. Third, the two classes with emotional, informational, and academic support from peers and adults had the highest outcomes. Lastly, the low/no support class had the lowest outcomes. Findings motivate the need to bolster programs and practices across settings to cultivate relational support during this critical time of early adolescence.