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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging.

ABSTRACT: Canada's high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants (N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

SUBMITTER: Vargas-Madriz LF

PROVIDER: S-EPMC8529298 | biostudies-literature | 2021 Dec

REPOSITORIES: biostudies-literature

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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging.

Vargas-Madriz Luis Francisco LF Konishi Chiaki C

Canadian journal of school psychology 20210726 4

Canada's high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social s ...[more]

PMID: 34690419

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Project description:BackgroundWith the rapid development of the internet, smartphones have become an indispensable part of our lives. However, prolonged, excessive and uncontrolled use may lead to the hidden danger of smartphone addiction, posing a threat to users' physical and mental health. Previous studies have shown that social support may be a factor in alleviating smartphone addiction. However, its specific mechanism needs further exploration. The purpose of this study is to examine the chain mediating effects of negative emotions and self-control on the relationship between social support and smartphone addiction.MethodsA cross-sectional survey was conducted from January 2022 to April 2023 in Sichuan Province, China, with 5,188 respondents aged 15 years or older. Spearman's correlation analysis was used to determine correlations between social support, negative emotions, self-control, and smartphone addiction. We construct a Structural Equation Model (SEM) to explore the pathways of smartphone addiction across different age groups.ResultsSocial support, negative emotions, self-control, and smartphone addiction were found to be significantly related (p < 0.01).In the population aged 15-44, a complete SEM pathway analysis was achieved, while for the population aged 45-64, a simplified version of the pathway analysis was obtained. Among the population aged 65 and above, multiple pathways were found to be nonsignificant. For the full sample, social support not only exhibited a negative correlation with smartphone addiction (β = -0.410; 95% CI: -0.534 to -0.320) but also influenced smartphone addiction through three specific pathways: via negative emotions (β = -0.041; 95% CI: -0.066 to -0.021), via self-control (β = -0.087; 95% CI: -0.119 to -0.063), and via a sequential effect of negative emotions and self-control (β = -0.047; 95% CI: -0.062 to -0.036). The 15-44 age group demonstrated similar pathways to the full sample, whereas the 45-64 age group lost the pathway mediated solely by negative emotions.ConclusionsOur study shows that high social support reduces smartphone addiction by diminishing negative emotions and improving self-control.The effect is more pronounced in the 15-44 age group.We suggest strengthening the social support system through more activities and urge relevant departments to improve the mental health education, enhance self-control training, and promote mental well-being to help avoid smartphone addiction.Trial registrationClinical trial number: not applicable.

Project description:BackgroundAdolescents in less economically developed areas are susceptible to social anxiety, so finding ways to effectively prevent and intervene in social anxiety could be a major step forward for poverty alleviation. However, little is known about the inner workings of social anxiety in this group. Exploring the risk and protective factors of social anxiety among adolescents in less developed rural areas is crucial for maintaining their mental health and improving their social adaptability. The purpose of this study is to explore the relationships among perceived social support, core self-evaluation, shyness and social anxiety among rural secondary school students and analyze the risk and protective factors of social anxiety.MethodsA total of 626 rural secondary school students are investigated with the Perceived Social Support Scale (PSSS), Core Self-Evaluation Scale (CSES), Shyness Scale (SS) and Social Avoidance and Distress Scale (SADS). Structural equation modeling is used to analyze the mediating effects of core self-evaluation and shyness.ResultsThe results reveal that (1) the perceived social support and core self-evaluation of rural secondary school students are significantly negatively correlated with social anxiety, whereas their shyness is significantly positively correlated with social anxiety. There are significant gender differences in perceived social support, core self-evaluation, shyness and social anxiety. (2) There is a significant chain mediating effect of core self-evaluation and shyness between perceived social support and social anxiety, and the mediation model is cross-gender consistent.ConclusionsThese results confirm that perceived social support and core self-evaluation are protective factors against social anxiety in rural secondary school students and that shyness is a risk factor for social anxiety. Moreover, perceived social support can indirectly affect social anxiety through core self-evaluation and shyness. Prevention and intervention of social anxiety can be carried out in three ways: improving the perceived ability of social support, enhancing positive self-evaluation, and reducing shyness and avoidance behaviors.

Dataset Information

The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging.

Publications

The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging.

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