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The Role of  Relations: Do Disadvantaged Adolescents Benefit More from High-Quality Social Relations?
Stockholm University, Faculty of Social Sciences, The Swedish Institute for Social Research (SOFI).
2009 (English)In: Acta Sociologica, ISSN 0001-6993, E-ISSN 1502-3869, Vol. 52, no 3, 263-286 p.Article in journal (Refereed) Published
Abstract [en]

The article interrogates whether the social background of adolescents affects (1) the quality of their relations with parents and teachers, and (2) the potentially beneficial effects of these relations on school-related and psychological outcomes. Previous studies suggest that social background does affect the quality of social relations, although weakly, and that these in turn affect various outcomes. However, the results are inconclusive as to whether the quality of social relations of different importance for adolescents from different social backgrounds, and such an interaction effect could be predicted from different perspectives. The data are based on a nationally representative sample of Swedish adolescents between 10 and 18 years of age (n = 2,645) and include several aspects of social background, social relations and outcomes. The data are ideally suited to this question, in that information about social relations and outcomes is child-reported, while information on social background is parent-reported and based on register data. The results confirm that social relations are conducive to various outcomes, and show that disadvantaged adolescents have weaker relations with parents and teachers. Furthermore, they imply that relations with teachers are of particular importance for disadvantaged adolescents’ school and psychological outcomes, while parental relations are equally important for both advantaged and disadvantaged adolescents.

Place, publisher, year, edition, pages
2009. Vol. 52, no 3, 263-286 p.
Keyword [en]
parents, psychological well-being, resilience, schoolself-esteem, social background, social support, teachers
National Category
Sociology
Identifiers
URN: urn:nbn:se:su:diva-30013DOI: 10.1177/0001699309339802ISI: 000269802100005OAI: oai:DiVA.org:su-30013DiVA: diva2:240604
Available from: 2009-09-29 Created: 2009-09-29 Last updated: 2011-04-13Bibliographically approved
In thesis
1. Social Relations in Youth: Determinants and Consequences of Relations to Parents, Teachers, and Peers
Open this publication in new window or tab >>Social Relations in Youth: Determinants and Consequences of Relations to Parents, Teachers, and Peers
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The thesis includes three empirical studies on Swedish children’s well-being. Central themes in these studies are how children’s social relations are influenced by and influence other dimensions of their well-being. The studies are framed in the introductory chapter, which includes an international comparison of children’s social relations.

Study I analyses whether relations with parents and teachers are associated with the adolescent’s social background and whether the positive consequences of having strong relations are more important for disadvantaged adolescents. The results, based on nationally representa­tive survey data, confirm that strong social relations are conducive to adolescents’ school and psychological outcomes, and show that dis­advan­taged adolescents have weaker relations with parents and teachers. Furthermore, these results imply that relations with teachers are of particular importance for disadvantaged adolescents’ outcomes, while parental relations are equally important for both advantaged and dis­advantaged adolescents.

Study II investigates the social side of consumption by studying the association between adolescents’ economic resources and their relations with peers. Analyses on nationally representative survey data; which include children’s own responses, as well as information from parents and register data, show that economic resources, in terms of both house­hold economy and adolescents’ own resources, are positively associated with peer relations.

Study III analyses whether final grades in compulsory school are influenced by the sex composition in school classes. Analyses using register data show that boys’ grades are negatively affected by the share of girls in school classes in typical female school subjects. Girls’ grades are negatively affected by the share of boys with highly educated parents. The proposed explanation behind the results is that sex composition effects are due to negative social comparisons with the other sex.

Place, publisher, year, edition, pages
Stockholm: The Swedish Institute for Social Research (SOFI), Stockholm University, 2011. 54 p.
Series
Swedish Institute for Social Research, ISSN 0283-8222 ; 84
Keyword
children, adolescents, youth, social relations, family, peers, teachers, well-being, social background, sex, school, living conditions, Sweden
National Category
Sociology
Research subject
Sociology
Identifiers
urn:nbn:se:su:diva-56122 (URN)978-91-7447-268-4 (ISBN)
Public defence
2011-06-01, Hörsal 9, Hus D, Universitetsvägen 10 D, Stockholm, 11:00 (English)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.Available from: 2011-05-10 Created: 2011-04-08 Last updated: 2011-05-10Bibliographically approved

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