المؤلفون: Tao, Sha, Dong, Qi, Pratt, Michael W., Hunsberger, Bruce, Pancer, S. Mark

المصدر: Journal of Adolescent Research. Jan 2000 15(1):123-144.

Peer Reviewed: Y

Page Count: 22

Descriptors: Adolescent Development, College Freshmen, Coping, Foreign Countries, Higher Education, Late Adolescents, Longitudinal Studies, Parent Child Relationship, Peer Relationship, Sibling Relationship, Social Support Groups, Structural Equation Models, Student Adjustment, Teacher Student Relationship

مصطلحات جغرافية: China

مستخلص: Explored how perceptions of social support changed during first semester of university, and how social support, coping strategies, and adjustment were interrelated among freshmen in China. Found that overall social support did not change significantly. Support from different sources (parents, peers, teachers, siblings) showed distinctive change patterns. Support was positively related directly to adjustment and indirectly to coping styles. (Author/KB)

المؤلفون: Carlson, Elizabeth A., Sroufe, L. Alan, Collins, W. Andres, Jimerson, Shane, Weinfield, Nancy, Henninghausen, Katherine, Egeland, Byron, Hyson, Daniel M., Anderson, Fione, Meyer, Stephanie E.

المصدر: Journal of Adolescent Research. Jan 1999 14(1):72-94.

Peer Reviewed: Y

Page Count: 23

Descriptors: Academic Achievement, Adolescent Development, Adolescents, At Risk Persons, Behavior Problems, Context Effect, High School Students, High Schools, Interpersonal Competence, Longitudinal Studies, Mental Health, Mothers, Parent Child Relationship, Predictor Variables, Self Esteem, Sex Differences, Social Support Groups, Student Adjustment

مستخلص: This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional health/self-esteem in early middle childhood accounted for 32 percent of variance in high school adjustment regardless of early academic achievement. (Author/KB)