Child Indicators Research
Volume 12, Issue 4, 2019, Pages 1275-1286

Social Support and Academic Stress in the Development of Psychological Adjustment in Chinese Migrant Children: Examination of Compensatory Model of Psychological Resilience (Article)

Song C. , Fu Z. , Wang J.*
  • a Faculty of Psychology, Beijing Normal University, No.19, Xin Jie Kou Wai Street, Beijing, China
  • b Faculty of Psychology, Beijing Normal University, No.19, Xin Jie Kou Wai Street, Beijing, China
  • c Faculty of Psychology, Beijing Normal University, No.19, Xin Jie Kou Wai Street, Beijing, China

Abstract

This study aimed to testify the compensatory model of psychological resilience in the development of psychological adjustment of Chinese migrant children and adolescents. Social support and academic stress were involved in the model to investigate the mediating role of psychological resilience. In this cross-sectional study, 411 participants from 5th to 7th grade completed self-report questionnaires measuring social support, academic stress, resilience, and psychological adjustment (defined as the composition of depression, self-esteem, and loneliness). Results found that social support compensated the negative impact of academic stress on psychological resilience. The effect of social support and academic stress accumulatively facilitated the development of resilience and further affected psychological adjustment. The results suggest the importance of enhancing resilience in the process of improving psychological well-being among Chinese migrant children and adolescents. © 2018, Springer Nature B.V.

Author Keywords

Social support Migrant Children Psychological resilience psychological adjustment Academic stress

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068787228&doi=10.1007%2fs12187-018-9577-9&partnerID=40&md5=174b0f8f99be73c4e4403506e36b711c
DOI: 10.1007/s12187-018-9577-9
ISSN: 1874897X
Original Language: English