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Parents, teachers and peer relations as predictors of risk behaviors and mental well-being among immigrant and Israeli born adolescents

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  • Walsh, Sophie D.
  • Harel-Fisch, Yossi
  • Fogel-Grinvald, Haya

Abstract

This study examines the roles of parents (monitoring, involvement and support at school), teachers (support) and peers (excess time spent with friends, peer rejection at school) in predicting risk behaviors (smoking and drinking) and mental well-being among 3499 Israeli-born and 434 immigrant adolescents ages 11, 13 and 15, in the 2006 WHO Health Behavior in School-Aged Children cross-national survey. Structural Equation Modeling (SEM) showed that for native Israeli youth, in line with previous developmental literature, all three relationships - parents, teachers and peers - have a significant impact on both mental well-being and risk behaviors. However, for immigrant adolescents, it was the school environment (parental support at school, teacher support and peer relationships) that proved to be the significant predictor of risk behaviors and mental health outcomes. These findings suggest that the school is an important social support in the health and mental well-being of immigrant schoolchildren.

Suggested Citation

  • Walsh, Sophie D. & Harel-Fisch, Yossi & Fogel-Grinvald, Haya, 2010. "Parents, teachers and peer relations as predictors of risk behaviors and mental well-being among immigrant and Israeli born adolescents," Social Science & Medicine, Elsevier, vol. 70(7), pages 976-984, April.
    • Handle: RePEc:eee:socmed:v:70:y:2010:i:7:p:976-984
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    References listed on IDEAS

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    1. DuBois, D.L. & Silverthorn, N., 2005. "Natural mentoring relationships and adolescent health: Evidence from a national study," American Journal of Public Health, American Public Health Association, vol. 95(3), pages 518-524.
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    Cited by:

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    2. Wan Ding & Jocelyn Meza & Xiuyun Lin & Ting He & Hui Chen & Yulong Wang & Shaozheng Qin, 2020. "Oppositional Defiant Disorder Symptoms and Children’s Feelings of Happiness and Depression: Mediating Roles of Interpersonal Relationships," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(1), pages 215-235, February.
    3. Fan Yang & Zhaowei Wang & Jinhua Liu & Suhua Tang, 2022. "The Effect of Social Interaction on Rural Children’s Self-identity: an Empirical Study Based on Survey Data from Jintang County, China," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(3), pages 839-861, June.
    4. Oh, Hyejeong & Kim, Jinho, 2021. "Affective acculturation and psychological well-being of children: The case of children from multicultural families in Korea," Children and Youth Services Review, Elsevier, vol. 129(C).
    5. Alberto Borraccino & Paola Berchialla & Paola Dalmasso & Veronica Sciannameo & Alessio Vieno & Giacomo Lazzeri & Lorena Charrier & Patrizia Lemma, 0. "Connectedness as a protective factor in immigrant youth: results from the Health Behaviours in School-aged Children (HBSC) Italian study," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 0, pages 1-10.
    6. Gross-Manos, Daphna, 2017. "The implications of social exclusion and low material resources on children's satisfaction with life domains: A study of 12year-olds in 13 countries," Children and Youth Services Review, Elsevier, vol. 78(C), pages 129-141.
    7. Cecilia M. S. Ma, 2020. "The Relationship Between Social Support and Life Satisfaction Among Chinese and Ethnic Minority Adolescents in Hong Kong: the Mediating Role of Positive Youth Development," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(2), pages 659-679, April.

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