Academic Social Support and School Adjustment Through Psychological Well-Being: The Moderated Mediation Role of Psychological Resilience
SAGE Open, cilt.16, sa.3, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/21582440261486906
- Dergi Adı: SAGE Open
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: academic social support, psychological resilience, psychological well-being, school adjustment
- Gazi Üniversitesi Adresli: Evet
Özet
This study aims to examine how the association between academic social support and school adjustment is statistically mediated by psychological well-being, and whether this mediating association differs depending on the level of psychological resilience. The study was conducted within the framework of a mixed-methods approach, specifically following the scale development sub-design of an exploratory sequential design. In the qualitative phase, focus group interviews were conducted with Year 9 students selected from different school types, and the data were analyzed using thematic and content analysis to develop scale items. The draft scale was pilot-tested with 600 students prior to the quantitative phase, and its psychometric properties were evaluated. In the quantitative phase, data were collected from 407 participants selected via stratified random sampling from Year 9 students attending secondary school during the 2025–2026 academic year. The validity and reliability of the scale were tested using exploratory and confirmatory factor analyses. The findings suggest that the indirect association between academic social support and school adjustment is statistically identified as mediated by psychological well-being, and that this association is stronger among students with high levels of psychological resilience. The results indicate that the association between psychological gains from social support and school adjustment is conditional, depending on individual psychological resources.