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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.
Value education of youth
(2002)
The value priorities of students and teachers were measured at eight different schools at the beginning and the end of the school year 2000/2001. This study once again confirmed the theoretical model of a universal structure of human values (Schwartz, 1992). At both measurement times, similar gender differences, as well as positive correlations between religiosity and school commitment were found. The students from the non-religious schools determined Hedonism as their highest, and Tradition as their lowest value priority. In the religious schools, Benevolence and Self-Direction were the highest values, whereas Power was found to be the lowest value priority. The change of the values Conformity, Hedonism, and Universalism was predicted both through the students′ religiosity and their type of school. The change of the values Power, Tradition, Benevolence, and Achievement, however, was mainly predicted through their religiosity. In three out of four schools the student-teacher similarity correlated positively with the school commitment of the students. Across all schools student-teacher similarity correlated positively with academic achievement.