Abstract
This study innovatively contributes to the extensive research on student well-being by investigating how social-contextual factors influence students’ day-to-day experiences at both the inter- and intra-individual level. Over 10 days, 324 school students aged 15-17 provided twice-daily data on positive affect (PA) and peer relationship quality (PRQ). Data was analysed using Dynamic Structural Equation Modelling. Findings revealed substantial within-person fluctuations in PA (66%). Baseline social support from peers, teachers, and family, as well as momentary PRQ, predicted PA on different levels. Peer social support (PSS) exerted the most significant influence on between-person PA (PSSPA [95% CI] = .36, [.25, .47]), followed by teacher social support (TSR). However, neither of the baseline social support factors moderated the PRQ-PA effect (e.g. TSRβ1 [95% CI] = .19, [-.05, .41]). This research enhances our understanding of key social-contextual factors influencing daily PA changes in students. Implications, limitations, and suggestions for future research are discussed.
Original language | English |
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Pages (from-to) | 1–18 |
Number of pages | 18 |
Journal | Educational Psychology |
DOIs | |
Publication status | Published - 4 Feb 2025 |
MoE publication type | A1 Journal article-refereed |
Keywords
- positive affect
- school students
- social support
- experience sampling
- dynamic structural equation modelling