Relationships between social support sources and early adolescents' mental health: The moderating effect of student achievement level

158 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “Therefore, those students who have difficulties in forming and maintaining satisfying peer relationships are more susceptible to poor adjustment and mental health problems (Stewart and Suldo 2011).”
Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, background): “Such an understanding is needed, in part so that school professionals, such as school psychologists, can make more informed decisions regarding where to focus prevention and intervention efforts (Stewart and Suldo 2011).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “Likewise, previous studies found evidence that the affective dimension of social–motivational theory, teacher involvement, was a more salient predictor of students’ engagement than teacher structure and autonomy support (e.g., Skinner & Belmont, 1993; Tucker et al., 2002).”