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Article: Social support and emotional well-being among boarders and day school students: A two-wave longitudinal study

TitleSocial support and emotional well-being among boarders and day school students: A two-wave longitudinal study
Authors
KeywordsBoarding school
Cross-lagged analysis
Emotional well-being
Multi-group analysis
Social support
Issue Date31-Jul-2023
PublisherElsevier
Citation
Children and Youth Services Review, 2023, v. 155 How to Cite?
Abstract

The present study assessed the impact of boarding school experience on the emotional well-being of primary school students and explored the associations between parent and peer support and students’ emotional well-being using a two-wave longitudinal design. The participants were 289 primary school students (45.3% boys; 55.4% boarders) from fourth to sixth grades in mainland China. Children reported parent and peer support and emotional well-being at the beginning of the first semester (Time 1) and two months later (Time 2). Results showed no significant difference in emotional well-being between boarders and day school students. Cross-lagged path models showed that peer support was positively associated with children’s later overall emotional well-being, life satisfaction, and happiness. Parent support was negatively associated with children’s later overall emotional well-being and happiness. Multi-group analysis revealed that boarders’ peer support, rather than parent support, was positively associated with emotional well-being. For day school students, parent support was negatively related to later emotional well-being, whereas peer support was positively associated with later happiness. Implications for educators, child service providers, and parents were discussed.


Persistent Identifierhttp://hdl.handle.net/10722/342004
ISSN
2023 Impact Factor: 2.4
2023 SCImago Journal Rankings: 1.064
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLi, Hao-
dc.contributor.authorLaw, Wilbert-
dc.contributor.authorZhang, Xiao-
dc.contributor.authorXiao, Nan-
dc.date.accessioned2024-03-26T05:38:57Z-
dc.date.available2024-03-26T05:38:57Z-
dc.date.issued2023-07-31-
dc.identifier.citationChildren and Youth Services Review, 2023, v. 155-
dc.identifier.issn0190-7409-
dc.identifier.urihttp://hdl.handle.net/10722/342004-
dc.description.abstract<p>The present study assessed the impact of boarding school experience on the emotional well-being of primary school students and explored the associations between parent and peer support and students’ emotional well-being using a two-wave longitudinal design. The participants were 289 primary school students (45.3% boys; 55.4% boarders) from fourth to sixth grades in mainland China. Children reported parent and peer support and emotional well-being at the beginning of the first semester (Time 1) and two months later (Time 2). Results showed no significant difference in emotional well-being between boarders and day school students. Cross-lagged path models showed that peer support was positively associated with children’s later overall emotional well-being, life satisfaction, and happiness. Parent support was negatively associated with children’s later overall emotional well-being and happiness. Multi-group analysis revealed that boarders’ peer support, rather than parent support, was positively associated with emotional well-being. For day school students, parent support was negatively related to later emotional well-being, whereas peer support was positively associated with later happiness. Implications for educators, child service providers, and parents were discussed.<br></p>-
dc.languageeng-
dc.publisherElsevier-
dc.relation.ispartofChildren and Youth Services Review-
dc.subjectBoarding school-
dc.subjectCross-lagged analysis-
dc.subjectEmotional well-being-
dc.subjectMulti-group analysis-
dc.subjectSocial support-
dc.titleSocial support and emotional well-being among boarders and day school students: A two-wave longitudinal study-
dc.typeArticle-
dc.identifier.doi10.1016/j.childyouth.2023.107217-
dc.identifier.scopuseid_2-s2.0-85176104234-
dc.identifier.volume155-
dc.identifier.eissn1873-7765-
dc.identifier.isiWOS:001096680100001-
dc.identifier.issnl0190-7409-

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