ERIC Number: EJ1032332
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: N/A
Parental and Peer Support as Predictors of Depression and Self-Esteem among College Students
Li, Susan Tinsley; Albert, Arielle Berman; Dwelle, Deborah G.
Journal of College Student Development, v55 n2 p120-138 Mar 2014
We investigated the relationship between parent support and peer support as predictors of depression and self-esteem in college students. Several competing models of parental and peer influence were compared including a mediational model in which peer support was hypothesized to mediate the effects of parental support on adjustment. The results supported a model of mutual influence in which both parental support and peer support contributed equally to adjustment, and a mediational model in which peer support mediated the effect of parental support. Both of these models were tested using student self-reports of the measured constructs. To further validate the mediational model, mother-reported parental support was used in place of student-reported parental support; this mixed-reporter mediational model was not supported. Further investigation reaffirmed the existence of complexities in evaluating internal working models from an outsider's perspective. Gender effects were modest and indicated differences in symptomatology, but not in supportive relationships. Multiple factors affect attachment in college students, including contact and residential status. Campus policies and services that promote support from parents may improve the transition to college and student adjustment.
Descriptors: College Students, Parent Influence, Peer Influence, Predictor Variables, Depression (Psychology), Self Esteem, Stress Variables, Student Adjustment, Models, Stress Management, Self Disclosure (Individuals), Peer Relationship, Parent Child Relationship, Construct Validity, Attachment Behavior, Gender Differences, Multitrait Multimethod Techniques, Social Support Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A