A study on the relationship between parental emotional warmth, teacher-student relationships, peer trust and hope among rural adolescents

It is well-known that parental emotional warmth, teacher-student relationships, and peer trust are important sources of social support for adolescents’ hope, but few studies have compared their relative contributions to hope concurrently during adolescence, and also few have examined the mediation m...

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Bibliographic Details
Published inCurrent psychology (New Brunswick, N.J.) Vol. 42; no. 33; pp. 29403 - 29417
Main Author Lu, Chunli
Format Journal Article
LanguageEnglish
Published New York Springer US 01.11.2023
Springer
Springer Nature B.V
Subjects
Adolescent psychology
Behavioral Science and Psychology
Hope
Influence
Mediation
Observations
Parenting
Psychological aspects
Psychology
Social aspects
Social networks
Social Sciences
Student teacher relationship
System theory
Teacher-student relationships
Teenagers
Trust (Psychology)
China
Peer trust
Rural adolescents
Parental emotional warmth
Teacher-student relationships
Hope
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Summary:It is well-known that parental emotional warmth, teacher-student relationships, and peer trust are important sources of social support for adolescents’ hope, but few studies have compared their relative contributions to hope concurrently during adolescence, and also few have examined the mediation mechanism by which these three sources of social support affect hope among rural adolescents. To address these research gaps, this study combined ecological systems theory and attachment theory to explain the different contributions of parental emotional warmth, teacher-student relationships, and peer trust to rural adolescents’ hope and the mediation mechanism among these variables. A total of 1373 rural adolescents in Fujian province were surveyed with the Short-Form Egna Minnen av Barndoms Uppfostran (s-EMBU-C), the Teacher-student Relationship Scale (TSRS), the Trust Scale (TS), and the Hope Scale (HS). Correlation analysis showed that there were significant positive correlations between parental emotional warmth, teacher-student relationships, peer trust, and hope. Nested model comparison showed that the influence of parental emotional warmth on hope was significantly higher than that of teacher-student relationships and peer trust, and the influence of teacher-student relationships on hope was significantly higher than that of peer trust. Parental emotional warmth could indirectly affect hope through the sequential mediation of teacher-student relationships and peer trust. Giving full play to the combined effects of parental emotional warmth, teacher-student relationships and peer trust on rural adolescents can help improve their hope.
ISSN:1046-1310
1936-4733
DOI:10.1007/s12144-022-03957-4