PRECEIVED SOCIAL SUPPORT AND GLOBAL SELF-WORTH IN ADOLESCENCE

Chua Yee Chii, Chua Bee Seok, Agnis Sombuling

Abstract


The current study aimed to examine the importance of perceived social support from parents, peers, and teachers in relation to the adolescent’s global self-worth. A self-report survey was administrated to a total of 100 adolescents in a public high school. Data were collected by using Social Support Scale for Children and Adolescence (SSSCA) and Self-Perception Profile for Adolescents (SPPA).  The validity and reliability of questionnaires were verified. The Standard Multiple Regression analysis was conducted to determine the best predictor of global self-worth among adolescents. The results of the analysis indicated that this combination of variables significantly predicted global self-worth, F (3, 96) = 5.97, p < 0.01. Surprisingly, the finding revealed that the peer support makes a significant contribution to the prediction of global self-worth, (β = .322, p < 0.01). While, there were no significant contribution of parent and teacher support towards global self-worth among adolescents. The conclusions and implications in the impact of the social support and the global self-worth were discussed.

Full Text:

PDF

References


Adeyemo, D. A., & Torubeli, V.A. (2008). Self-efficacy, self-concept and peers influence as correlates of achievement among secondary school students in transition. Pakistan Journal of Social Sciences, 5(1), 10-16.

Altermatt, E. (2007). Coping with academic failure: Gender differences in students’ self-reported interactions with family members and friends. The Journal of early Adolescence, 27, 479-508.

Doi: 10.1177/0272431607302938

Asma, S., Shahin, E. K., & Taghi, V. (2013). The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school students in Birjand. Procedia Social and Behavioral Sciences, 84, 668-673.

Doi: 10.1016/j.sbspro.2013.06.623

Berk, L. E. (1993). Infants, children, and adolescence. USA: Allyn and Bacon.

Brislin, R. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185-216.

DOI: 10.1177/135910457000100301

Cooley, C. H. (1902). Human nature and the social order. New York: Charles Scribner’s Sons.

Dong, Y., Liu, Y., Ding, C. (2012). A psychometric evaluation of a brief school relationship questionnaire. Europe Journal of Psychology Assessment, 28(1), 19-24.

Doi: 10.1016/j.sbspro.2010.07.460

Ebru Ikiz, F., & Cakar, F. S. (2010). Perceived social support and self-esteem in adolescence. Procedia Social and Behavioral Sciences, 5, 2338-2342.

Gaertner, A. E., Fite, P. J., & Colder, C. R. (2010). Parenting and freidnship quality as predictors of internalizing and externalizing symptoms in early adolescence. Journal of Child Family Studies, 19, 101-108.

Galanaki, E. P., & Vassilopoulou, H. D. (2007). Teachers and children’s loneliness: A review of the litelature and educational implications. Europe Journal of Psychology Educational, 22(4), 455-475.

Grant-Vallone, E., Reid, K., Umali, C., & Pohlert, E. (2004). An analysis of the effects of self-esteem, social support and participation in student support services on students’ adjustment and commitment to college. Journal of College Student Retention: Research, Theory, and Practice, 5(3), 255-274.

Harter, S. (1999). The construction of the self. New York: Guilford Press.

Harter, S (2012). The self-perception profile for adolescence: Manual and Questionnaires (Revision of 1988 manual). Manual, University of Denver.

Harter, S. (2012). The construction of the self: Developmental and socio-cultural foundations. New York: Guilford Press.

Hoffman, M. A., Ushipiz, V, & Levy-ShifP R., (1988). Social support and self-esteem in adolescence. Journal of Youth and Adolescence, 17(4).

Karabenick, S. A., & Newman R. S. (Eds.). (2006). Help seeking in academic settings: Goals, groups, and contexts. Mahwah, NJ: Erlbaum.

Kiefer, S. M., & Shim, S. S. (2016). Academic help seeking from peers during adolescence: The role of social goals. Journal of Applied Developmental Psychology, 42, 80-88.

Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72, 1554–1578.

Lasgaard, M., Nielsen, A., Eriksen, M. E., Goosens, L. (2010). Loneliness and social support in adolescent boys with autism spectrum disorders. Journal of Autism Development Disorders, 40(2), 218-226.

Mahon, N. E., Yarcheski, A., Yarcheski, T. J., Cannella, B. L., Hanks, M. M. (2006). A meta-analytic study of predictors for loneliness during adolescence. Journal of Nursing Research, 55(5), 308-315.

Masi, C. M., Chen, H. Y., Hawkley, L. C., & Cacioppo, J. T. (2011). A meta-analysis of interventions to reduce loneliness. Journal of Personality and Social Psychology Review, 15(3), 219-266.

Muola, J.M. (2010). A study of the relationship between academic achievement motivation and home environment among standard eight pupils. Educational Research and Review, 5(5), 213-217.

Rosenberg, M. (1979). Conceiving the Self. Malabar, FL: Robert E. Krieger.

Shiu, S. (2001). Issues in the education of students with chronic illness. International Journal of Disability Development Education, 48 (3), 269-281.

Wo, J., Lin, C., Ma, H., & Li, F. (2001). A study on the development characteristics of adolescents’ interpersonal relations. Journal of Psychology Development Education, 3 (15), 9-15.

Zhang, B., Gao, Q., Fokkema, M., Alterman, V., Liu, Q. (2015). Adolescent interpersonal relationships, social support and loneliness in high schools: Mediation effect and gender differences. Journal of Social Science Research, 53, 104-117.


Refbacks

  • There are currently no refbacks.


DISCLAIMER

The editors and publisher of Jurnal Psikologi Malaysia have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Psikologi Malaysia, its editors or its publisher. Jurnal Psikologi Malaysia, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.