Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries

Xavier Oriol, Javier Torres, Rafael Miranda, Marian Bilbao, Harry Ortúzar

Resultado de la investigación: Article

5 Citas (Scopus)

Resumen

Transition to middle school periods is especially vulnerable stages in which children need external support to facilitate their adaptation to middle education. In this regard, this study aims at observing how the social supports "family" and "friends" influence SWB before and after the transition to middle school. This is conducted taking into account the mediating effect of satisfaction with school experience in a stage where significant changes occur in the school setting. To this end, different countries that have in common a transition to middle school period taking place between 10 and 12. years old are selected. Two structural models were conducted, one for 10-year-old children and other for 12-year-old children. Both samples included 8923 participants from 4 countries (Chile, South Korea, USA and Algeria). The mean age of participants was 11.20. years (SD = 1.12).The overall analysis of the results from the two models indicates that support agents (family and friends) are significant to SBW before and after the transition to middle school period. In concrete, friend support is more important than family support to 10 and 12-year-old children. Nevertheless, satisfaction with school experience behaves as a mediator between friend support, family support and SWB, and has the greatest effect on SWB at both ages. Finally, differences observed in the invariance analysis across different countries are discussed.

Idioma originalEnglish
PublicaciónChildren and Youth Services Review
DOI
EstadoAccepted/In press - 2017

Huella dactilar

school
experience
Algeria
structural model
South Korea
Chile
social support
Republic of Korea
Structural Models
Social Support
education
Education

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Citar esto

@article{21438ec164354b3b94f03d22a784f4d6,
title = "Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries",
abstract = "Transition to middle school periods is especially vulnerable stages in which children need external support to facilitate their adaptation to middle education. In this regard, this study aims at observing how the social supports {"}family{"} and {"}friends{"} influence SWB before and after the transition to middle school. This is conducted taking into account the mediating effect of satisfaction with school experience in a stage where significant changes occur in the school setting. To this end, different countries that have in common a transition to middle school period taking place between 10 and 12. years old are selected. Two structural models were conducted, one for 10-year-old children and other for 12-year-old children. Both samples included 8923 participants from 4 countries (Chile, South Korea, USA and Algeria). The mean age of participants was 11.20. years (SD = 1.12).The overall analysis of the results from the two models indicates that support agents (family and friends) are significant to SBW before and after the transition to middle school period. In concrete, friend support is more important than family support to 10 and 12-year-old children. Nevertheless, satisfaction with school experience behaves as a mediator between friend support, family support and SWB, and has the greatest effect on SWB at both ages. Finally, differences observed in the invariance analysis across different countries are discussed.",
keywords = "Satisfaction with school experience, Subjective well-being, Supportive relationships, Transition to middle school",
author = "Xavier Oriol and Javier Torres and Rafael Miranda and Marian Bilbao and Harry Ort{\'u}zar",
year = "2017",
doi = "10.1016/j.childyouth.2017.06.053",
language = "English",
journal = "Children and Youth Services Review",
issn = "0190-7409",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries

AU - Oriol, Xavier

AU - Torres, Javier

AU - Miranda, Rafael

AU - Bilbao, Marian

AU - Ortúzar, Harry

PY - 2017

Y1 - 2017

N2 - Transition to middle school periods is especially vulnerable stages in which children need external support to facilitate their adaptation to middle education. In this regard, this study aims at observing how the social supports "family" and "friends" influence SWB before and after the transition to middle school. This is conducted taking into account the mediating effect of satisfaction with school experience in a stage where significant changes occur in the school setting. To this end, different countries that have in common a transition to middle school period taking place between 10 and 12. years old are selected. Two structural models were conducted, one for 10-year-old children and other for 12-year-old children. Both samples included 8923 participants from 4 countries (Chile, South Korea, USA and Algeria). The mean age of participants was 11.20. years (SD = 1.12).The overall analysis of the results from the two models indicates that support agents (family and friends) are significant to SBW before and after the transition to middle school period. In concrete, friend support is more important than family support to 10 and 12-year-old children. Nevertheless, satisfaction with school experience behaves as a mediator between friend support, family support and SWB, and has the greatest effect on SWB at both ages. Finally, differences observed in the invariance analysis across different countries are discussed.

AB - Transition to middle school periods is especially vulnerable stages in which children need external support to facilitate their adaptation to middle education. In this regard, this study aims at observing how the social supports "family" and "friends" influence SWB before and after the transition to middle school. This is conducted taking into account the mediating effect of satisfaction with school experience in a stage where significant changes occur in the school setting. To this end, different countries that have in common a transition to middle school period taking place between 10 and 12. years old are selected. Two structural models were conducted, one for 10-year-old children and other for 12-year-old children. Both samples included 8923 participants from 4 countries (Chile, South Korea, USA and Algeria). The mean age of participants was 11.20. years (SD = 1.12).The overall analysis of the results from the two models indicates that support agents (family and friends) are significant to SBW before and after the transition to middle school period. In concrete, friend support is more important than family support to 10 and 12-year-old children. Nevertheless, satisfaction with school experience behaves as a mediator between friend support, family support and SWB, and has the greatest effect on SWB at both ages. Finally, differences observed in the invariance analysis across different countries are discussed.

KW - Satisfaction with school experience

KW - Subjective well-being

KW - Supportive relationships

KW - Transition to middle school

UR - http://www.scopus.com/inward/record.url?scp=85021846663&partnerID=8YFLogxK

U2 - 10.1016/j.childyouth.2017.06.053

DO - 10.1016/j.childyouth.2017.06.053

M3 - Article

JO - Children and Youth Services Review

JF - Children and Youth Services Review

SN - 0190-7409

ER -