School-Related Social Support and Students' Perceived Life Satisfaction

By A. Danielsen, O. Samdal, Jørn Hetland, B. Wold. 2009

403 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b199ab2fbb99bc507c2566e03fdc849881575e6e

How researchers see this paper

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

In Education

1. E. Scott Huebner
2. Shannon M. Suldo
3. Rachel C. F. Sun
4. Lili Tian
5. E. Hui
6. Susan Antaramian
7. A. L. Heffner
8. Wang Liu

In Experimental and Cognitive Psychology

1. Susan Antaramian
2. E. Scott Huebner
3. Shannon M. Suldo
4. Lili Tian
5. A. L. Heffner
6. Wang Liu
7. J. Ferron
8. Rachel C. F. Sun

In Social Psychology

1. Susan Antaramian
2. E. Scott Huebner
3. Shannon M. Suldo
4. Rachel C. F. Sun
5. Lili Tian
6. E. Hui
7. A. L. Heffner
8. J. Ferron

Citations in the corpus

• Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model (2011, background): “In any event, the results of this study with respect to bivariate and multivariate analyses of the relationship between student SWB and subsequent grades earned in courses serve to underscore the important association between psychological wellness and authentic indicators of academic achievement, i”
• Chinese children’s perceived school satisfaction: the role of contextual and intrapersonal factors (2010, methodology): “We included these school contextual factors as predictors because previous research studies have identified supportive relationships with teachers and peers and educational performance as salient antecedents of school satisfaction (Danielsen et al., 2009; Verkuyten & Thijs, 2002).”
• The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “and classmates, exhibit fewer behavior problems, and are less likely to drop out of high school in comparison to their peers with low life satisfaction (Danielsen et al. 2009; Suldo et al. 2008a, b; Zimmerman et al. 1995).”
• Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, background): “Research has also indicated that social support from classmates has important implications for students’ SWB in school (e.g., Danielsen et al. 2009; Jiang et al. 2013; Tian et al. 2013).”
• A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, result): “This approach to measurement of need support and motivation has also shown valid results in previous research (e.g. Danielsen et al., 2009; Danielsen, Wiium, Wilhelmsen, & Wold, 2010).”
• Perceived social support and self-esteem as mediators of the relationship between parental attachment and life satisfaction among Chinese adolescents (2017, background): “However, due to biased perceptions and expectations about social support, insecure attachment individuals report that support is less available or less satisfying (Collins & Feeney, 2000; Danielsen et al., 2009).”