Influences of Social Support on Self- and Other-Affirmation in Junior High School Students

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  • HOSODA AYA
    KYUSHU UNIVERSITY, GRADUATE SCHOOL OF HUMAN-ENVIRONMENT STUDIES
  • TAJIMA SEIICHI
    KYUSHU UNIVERSITY, GRADUATE SCHOOL OF HUMAN-ENVIRONMENT STUDIES

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Other Title
  • 中学生におけるソーシャルサポートと自他への肯定感に関する研究
  • チュウガクセイ ニ オケル ソーシャルサポート ト ジタ エ ノ コウテイカン ニ カンスル ケンキュウ

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  The purpose of the present study was to investigate influences of social support on self- and other-affirmation in junior high school students.  The present study focused on companionship, as one kind of social support that contributes to well-being, even though it is not aimed at alleviation of stress.  Students (N=305) were asked to rate the perceived social support from their father, mother, a friend, and a teacher.  The data were analyzed in terms of the types and sources of social support.  The results revealed that (a) the degree of parental support was higher in the students who had high self- and other-affirmation than in those who had low self- and other-affirmation, (b) support from a friend was related to self-affirmation, and (c) in the instrumental support from a teacher, the interaction between self-affirmation and gender was significant.  A series of analyses indicated the important of parental support and also a difference in support networks between the boys and the girls.  Companionship from parents and a friend was profitable for enhancing self- and other-affirmation.  The effect of companionship from fathers on affirmation was discussed.

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