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The Protective Role of Perceived Social Support: A Multivariate Latent Growth Analysis of Its Dynamic Associations with Aggression across the Primary-Secondary School Transition

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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 0000-0003-0940-8195), Xin Tian, Nan Lin (ORCID 0009-0004-8638-3926), Depeng Wang, Gang Cheng
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
FullText Text:
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  Data: The Protective Role of Perceived Social Support: A Multivariate Latent Growth Analysis of Its Dynamic Associations with Aggression across the Primary-Secondary School Transition
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  Data: <searchLink fieldCode="AR" term="%22Yangqian+Wang%22">Yangqian Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0940-8195">0000-0003-0940-8195</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xin+Tian%22">Xin Tian</searchLink><br /><searchLink fieldCode="AR" term="%22Nan+Lin%22">Nan Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8638-3926">0009-0004-8638-3926</externalLink>)<br /><searchLink fieldCode="AR" term="%22Depeng+Wang%22">Depeng Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Gang+Cheng%22">Gang Cheng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescence%22"><i>Journal of Adolescence</i></searchLink>. 2026 98(4):1256-1266.
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  Data: 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
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  Data: Y
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/jad.70138
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  Group: ISSN
  Data: 0140-1971<br />1095-9254
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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      – Text: English
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      – SubjectFull: Social Support Groups
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      – SubjectFull: China
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