Compensatory effects of parent and peer support on well-being and achievement during pre-and early adolescence
Doctor of Philosophy (PhD)
First Advisor's Name
Mary J. Levitt
First Advisor's Committee Title
Second Advisor's Name
Third Advisor's Name
Fourth Advisor's Name
William M. Kurtines
Date of Defense
The current study was designed to explore the salience of parent and peer support in middle childhood and early adolescence across two time periods as indicated by measures of achievement (grade point average (GPA), Stanford Achievement Test (SAT) scores and teacher rated school adaptation) and well-being (loneliness, depression, self-concept and teacher-rated internalizing behaviors).
Participants were part of an initial study on social network relations and school adaptation in middle childhood and early adolescence. Participants at Time I (in the spring of 1997) included 782 children in grades 4 and 6 of eight lower and middle-income public elementary schools. Participants (N= 694) were re-interviewed two years later in the spring of 1999 (Time 2).
Multivariate analyses of variance (MANOVA) were used to investigate the change in salience of parent and peer support from Time 1 to Time 2. In addition, Tukey- HSD (Honestly Significant Difference) post hoc tests were used to test the significance of the differences among the means of four support categories: 1) low parent-low friend, 2) low parent-high friend, 3) high parent-low friend, and 4) high parent-high friend.
Compensatory effects were observed for loneliness and self-concept at Time 1, as well as for SAT scores, self-concept and overall achievement at Time 2. Results were consistent with existing findings that suggest a competitive model of parent/peer influence on achievement during adolescence. This study affirms the need for a more contextual approach to research examining competing and compensatory effects on adolescent development.
Crooks, Noel Alexander, "Compensatory effects of parent and peer support on well-being and achievement during pre-and early adolescence" (2002). FIU Electronic Theses and Dissertations. 2669.
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to email@example.com and include clear identification of the work, preferably with URL.