Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem

By Lili Tian, Ben-rong Liu, Siyuan Huang, E. Scott Huebner. 2013

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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).”
The influence of instructor support, family support and psychological capital on the well-being of postgraduate students: a moderated mediation model (2017, background): “Although prior work has typically focused on examining the direct effects of social support on subjective wellbeing more generally (Chu, Saucier, and Hafner 2010), scholars have begun to point out mechanisms that may link social support to subjective wellbeing (Au et al. 2009; Cohen and Wills 1985; ”
Development and Validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) (2014, unknown): “Moreover, research interest has also been extended from global SWB to domain-specific SWB (Huebner 2010; Elmore and Huebner 2010; Gilman and Huebner 2000; Long et al. 2012; Tian et al. 2013).”
The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents (2013, methodology): “To measure the basic psychological needs satisfaction at school, we used the Adolescent Students’ Basic Psychological Needs at School Scale (Tian et al. 2013a).”