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Social Exclusion, Social Support and Psychological Wellbeing at School: A Study of Mediation and Moderation Effect

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  • Gökmen Arslan

    (Suleyman Demirel University)

Abstract

Social exclusion experiences thwart fundamental human needs, and threaten youths’ mental health and wellbeing. Given the literature supporting the protective effect of social support, the present study investigated whether social support mediated and moderated the relation between social exclusion and psychological wellbeing at school. Sample consisted of 407 adolescents (49.9% of female) with ranging in age between 11 and 18 years (M = 13.94, SD = 1.64). Findings of the structural equation modeling analyses indicated that social support sources–family, peer and school– had mediating effect on the relationship of social exclusion and youths’ psychological wellbeing. Additionally, regression analyses showed that social support had also a moderator role on this association. However, the role of these resources (family, school and peer support) varied with regard to gender, and herein the effect of social support was greater in female students. Moreover, school support moderated the association of social exclusion and female students’ psychological wellbeing, while peer support had a moderator role on this relation for male students. In sum, the study results support that youths who perceive themselves as being socially excluded at school have lower social support and psychological wellbeing, and the importance of social support resources on youths’ psychological wellbeing in adolescents. Implications for future research and practice are discussed, and several suggestions are presented.

Suggested Citation

  • Gökmen Arslan, 2018. "Social Exclusion, Social Support and Psychological Wellbeing at School: A Study of Mediation and Moderation Effect," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(3), pages 897-918, June.
    • Handle: RePEc:spr:chinre:v:11:y:2018:i:3:d:10.1007_s12187-017-9451-1
    DOI: 10.1007/s12187-017-9451-1
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    Cited by:

    1. Gökmen Arslan & Murat Yıldırım, 2021. "Perceived risk, Positive Youth–Parent Relationships, and Internalizing Problems in Adolescents: Initial Development of the Meaningful School Questionnaire," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1911-1929, October.
    2. Gökmen Arslan & Kelly-Ann Allen & Ahmet Tanhan, 2021. "School Bullying, Mental Health, and Wellbeing in Adolescents: Mediating Impact of Positive Psychological Orientations," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(3), pages 1007-1026, June.
    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. Jacqueline Lettau, 2021. "The Impact of Children’s Academic Competencies and School Grades on their Life Satisfaction: What Really Matters?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(6), pages 2171-2195, December.
    5. Ebru Caglayan Akay & Devrim Dumludag & Hoseng Bulbul & Ozkan Zulfuoglu, 2023. "Students in Turkey During the Early Days of the COVID-19 Pandemic," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 18(1), pages 249-277, February.
    6. Berta Schnettler & Edgardo Miranda-Zapata & Germán Lobos & Mahia Saracostti & Marianela Denegri & María Lapo & Clementina Hueche, 2018. "The Mediating Role of Family and Food-Related Life Satisfaction in the Relationships between Family Support, Parent Work-Life Balance and Adolescent Life Satisfaction in Dual-Earner Families," IJERPH, MDPI, vol. 15(11), pages 1-18, November.
    7. Armando Cocca & Francisco Espino Verdugo & Luis Tomás Ródenas Cuenca & Michaela Cocca, 2020. "Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children," IJERPH, MDPI, vol. 17(13), pages 1-13, July.

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