NCJ Number
135825
Journal
Journal of Adolescent Research Volume: 7 Issue: 1 Dated: (January 1992) Pages: 28-42
Date Published
1992
Length
5 pages
Annotation
Information from 29 male and 28 female adolescents from working class or lower middle class, white, Australian families formed the basis of an analysis of the relationship between adolescents' adjustment and their supportive relations with parents, peers, and teachers.
Abstract
The study linked Bowlby's concept of social attachment with social network theory and its concept of social support. The youths averaged 15 years and 11 months of age. They completed three, self-report instruments which measured psychological well-being and academic adjustment; social support; and attachments to parents, friends, and teachers. Results showed that within each of the three support systems, only moderate relationships existed between the number of supports and the strength of attachment to members of the respective support systems. In addition, fewer relationships were found between supports and adjustment than between attachments and adjustment. For both sexes, the strength of attachments to parents and to teachers was associated with young people's positive feelings about themselves. Network ties providing informational support (encouragement, guidance, and advice) were related to youths' academic outcomes in different ways for males and females. Tables, notes, and 50 references (Author abstract modified)