The role of peers, teachers, and family on daily positive affect among school students: A 10-day experience sampling study

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.