The Protective Role of Perceived Social Support: A Multivariate Latent Growth Analysis of Its Dynamic Associations with Aggression across the Primary-Secondary School Transition
Saved in:
| Title: | The Protective Role of Perceived Social Support: A Multivariate Latent Growth Analysis of Its Dynamic Associations with Aggression across the Primary-Secondary School Transition |
|---|---|
| Language: | English |
| Authors: | Yangqian Wang (ORCID |
| Source: | Journal of Adolescence. 2026 98(4):1256-1266. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Aggression, Social Support Groups, Predictor Variables, Student Adjustment, Elementary School Students, Secondary School Students, Student Attitudes, Student Behavior, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1002/jad.70138 |
| ISSN: | 0140-1971 1095-9254 |
| Abstract: | Introduction: Aggression during the transition from primary to secondary school represents a critical developmental concern, yet little is known about its dynamic association with perceived social support during this vulnerable period. This study aimed to examine the short-term trajectories of aggression and perceived social support and to test their dynamic interrelations across the critical first semester. Method: A five-wave longitudinal investigation was conducted with 1120 Chinese students (51.52% females; M[subscript age] = 12.45 years, SD[subscript age] = 0.53), who completed monthly self-report questionnaires assessing perceived social support and aggression. Latent growth modelling was applied to estimate individual trajectories, and multivariate latent growth modelling was subsequently applied to examine the dynamic associations between these trajectories over time. Results: Both perceived social support and aggression showed significant linear declines over the first semester. Higher initial perceived social support predicted lower initial aggression and a steeper subsequent decline. Moreover, changes in perceived social support were negatively associated with changes in aggression: students whose perceived support declined more rapidly showed a slower reduction in aggression. Conclusions: The findings highlight that maintaining social support, beyond its initial level, is a crucial protective factor for facilitating adaptive behavioral adjustment during the transition to secondary school. Interventions aimed at sustaining students' social support networks during this vulnerable developmental transition may promote positive adaptation and reduce aggression. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507884 |
| Database: | ERIC |
| Abstract: | Introduction: Aggression during the transition from primary to secondary school represents a critical developmental concern, yet little is known about its dynamic association with perceived social support during this vulnerable period. This study aimed to examine the short-term trajectories of aggression and perceived social support and to test their dynamic interrelations across the critical first semester. Method: A five-wave longitudinal investigation was conducted with 1120 Chinese students (51.52% females; M[subscript age] = 12.45 years, SD[subscript age] = 0.53), who completed monthly self-report questionnaires assessing perceived social support and aggression. Latent growth modelling was applied to estimate individual trajectories, and multivariate latent growth modelling was subsequently applied to examine the dynamic associations between these trajectories over time. Results: Both perceived social support and aggression showed significant linear declines over the first semester. Higher initial perceived social support predicted lower initial aggression and a steeper subsequent decline. Moreover, changes in perceived social support were negatively associated with changes in aggression: students whose perceived support declined more rapidly showed a slower reduction in aggression. Conclusions: The findings highlight that maintaining social support, beyond its initial level, is a crucial protective factor for facilitating adaptive behavioral adjustment during the transition to secondary school. Interventions aimed at sustaining students' social support networks during this vulnerable developmental transition may promote positive adaptation and reduce aggression. |
|---|---|
| ISSN: | 0140-1971 1095-9254 |
| DOI: | 10.1002/jad.70138 |
