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Support From Parents and Teachers in Relation to Psychosomatic Health Complaints Among Adolescents
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
2017 (English)In: Journal of research on adolescence, ISSN 1050-8392, E-ISSN 1532-7795, Vol. 27, no 2, 478-487 p.Article in journal (Refereed) Published
Abstract [en]

This study explores the relative contribution of parental and teacher support to adolescents’ psychosomatic health complaints, with a particular focus on gender and age differences. Based on a survey of 49,172 ninth- and eleventh-grade students in Stockholm (2006–2014), structural equation modeling results demonstrated negative associations between parental and teacher support on psychosomatic health complaints. Parental support had a stronger association with the outcome among girls than boys. It was also more important than teacher support for psychosomatic health complaints. Parental support was more important for younger girls’ health compared to older girls, with opposite patterns for teacher support. These findings highlight the need to consider gender and age to understand the links between social support and health during adolescence.

Place, publisher, year, edition, pages
2017. Vol. 27, no 2, 478-487 p.
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
URN: urn:nbn:se:su:diva-134058DOI: 10.1111/jora.12281ISI: 000401163500015OAI: oai:DiVA.org:su-134058DiVA: diva2:975104
Available from: 2016-09-28 Created: 2016-09-28 Last updated: 2017-06-27Bibliographically approved

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Kjellström, JannikeModin, BitteAlmquist B., Ylva
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