@article{HoferichterKulakowHufenbach2021,
  author    = {Hoferichter, Frances and Kulakow, Stefan and Hufenbach, Miriam Catrin},
  title     = {Support from parents, peers, and teachers is differently associated with middle school students' well-being},
  series = {Frontiers in psychology},
  volume    = {12},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.758226},
  pages     = {12},
  year      = {2021},
  abstract  = {Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52\% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.},
  language  = {en}
}
@article{HoferichterLaetschLazaridesetal.2018,
  author    = {Hoferichter, Frances and Laetsch, Alexander and Lazarides, Rebecca and Raufelder, Diana},
  title     = {The big-fish-little-pond effect on the four facets of academic self-concept},
  series = {Frontiers in psychology},
  volume    = {9},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.01247},
  pages     = {11},
  year      = {2018},
  abstract  = {The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.},
  language  = {en}
}
@article{JuangIttelHoferichteretal.2016,
  author    = {Juang, Linda P. and Ittel, Angela and Hoferichter, Frances and Gallarin, Miriam},
  title     = {Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors},
  series = {Journal of college student development},
  volume    = {57},
  journal   = {Journal of college student development},
  publisher = {Johns Hopkins Univ. Press},
  address   = {Baltimore},
  issn      = {0897-5264},
  pages     = {380 -- 394},
  year      = {2016},
  abstract  = {Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.},
  language  = {en}
}