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Mediating effects of different sources of perceived social support on the association between academic stress and mental distress in Hong Kong

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  • Pui Yung Chyu, Esther
  • Chen, Ji-kang

Abstract

Perceived social support is found to be a mediator in the association between stress and mental illness. However, even though academic stress is a prevalent source of stress among adolescents, there are no studies examining how social support mediates the relationship between academic stress and mental distress and which social support theory can better explain the mediating relationship. In addition, although previous theories have argued that different sources of perceived social support have different impacts on the development of mental distress, no studies have examined these pathways of association in the context of academic stress. This study investigates the mediating role of perceived social support and elucidate the different functions of various sources of support in the context of academic stress. This study also examines how gender influences the associations between academic stress, different sources of perceived social support and mental distress 1,804 students from eight secondary schools in Hong Kong participated in this study. The results suggest that perceived peer and teacher support have mediating effects on the association between academic stress and mental distress, while perceived parental support is not a mediator of that association. In addition, findings also indicate that female students experiencing academic stress are more likely to suffer from various forms of mental distress. These results support both the social support mobilization model and the stress support matching theory.

Suggested Citation

  • Pui Yung Chyu, Esther & Chen, Ji-kang, 2024. "Mediating effects of different sources of perceived social support on the association between academic stress and mental distress in Hong Kong," Children and Youth Services Review, Elsevier, vol. 163(C).
    • Handle: RePEc:eee:cysrev:v:163:y:2024:i:c:s0190740924003803
    DOI: 10.1016/j.childyouth.2024.107808
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    References listed on IDEAS

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    1. Unni Moksnes & Audhild Løhre & Monica Lillefjell & Don Byrne & Gørill Haugan, 2016. "The Association Between School Stress, Life Satisfaction and Depressive Symptoms in Adolescents: Life Satisfaction as a Potential Mediator," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 125(1), pages 339-357, January.
    2. Chang, Ching-Wen & Yuan, Rui & Chen, Ji-Kang, 2018. "Social support and depression among Chinese adolescents: The mediating roles of self-esteem and self-efficacy," Children and Youth Services Review, Elsevier, vol. 88(C), pages 128-134.
    3. José M. Tomás & Melchor Gutiérrez & Ana María Pastor & Patricia Sancho, 2020. "Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1597-1617, October.
    4. Chao Song & Zhongfang Fu & Jianping Wang, 2019. "Social Support and Academic Stress in the Development of Psychological Adjustment in Chinese Migrant Children: Examination of Compensatory Model of Psychological Resilience," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(4), pages 1275-1286, August.
    5. Ji-Kang Chen & Hsi-Sheng Wei, 2011. "The Impact of School Violence on Self-Esteem and Depression Among Taiwanese Junior High School Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 100(3), pages 479-498, February.
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