Social support experiences by pupils in finnish secondary school

Réa Ahola, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The study explores the schoolwork social support experiences of teachers, peers and parents. The data were collected from 1529 Finnish seventh-grade (age 13–14 years) pupils using The Students’ Learning Agency inventory (SLA). The results indicate that social support is a dynamic system in which adult support is an important resource for pupils’ schoolwork, regardless of the pupils’ gender and sosio-economic status of the school. In particular, support from teachers increased the likelihood of support sharing between peers. However, there were differences in this teachers’ effect on peer support in terms of gender; the connection was weaker for girls than for boys. Hence, teacher support appeared to affect boys’ peer relations more than girls’.

Original languageEnglish
Pages (from-to)471-486
Number of pages16
JournalINTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH
Volume26
Issue number1
DOIs
Publication statusPublished - 2021
Publication typeA1 Journal article-refereed

Keywords

  • peer interaction
  • schoolwork
  • Social support
  • teacher-pupil interaction

Publication forum classification

  • Publication forum level 1

ASJC Scopus subject areas

  • Health(social science)

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