Abstract
It is well-known that parental emotional warmth, teacher-student relationships, and peer trust are important sources of social support for adolescents’ hope, but few studies have compared their relative contributions to hope concurrently during adolescence, and also few have examined the mediation mechanism by which these three sources of social support affect hope among rural adolescents. To address these research gaps, this study combined ecological systems theory and attachment theory to explain the different contributions of parental emotional warmth, teacher-student relationships, and peer trust to rural adolescents’ hope and the mediation mechanism among these variables. A total of 1373 rural adolescents in Fujian province were surveyed with the Short-Form Egna Minnen av Barndoms Uppfostran (s-EMBU-C), the Teacher-student Relationship Scale (TSRS), the Trust Scale (TS), and the Hope Scale (HS). Correlation analysis showed that there were significant positive correlations between parental emotional warmth, teacher-student relationships, peer trust, and hope. Nested model comparison showed that the influence of parental emotional warmth on hope was significantly higher than that of teacher-student relationships and peer trust, and the influence of teacher-student relationships on hope was significantly higher than that of peer trust. Parental emotional warmth could indirectly affect hope through the sequential mediation of teacher-student relationships and peer trust. Giving full play to the combined effects of parental emotional warmth, teacher-student relationships and peer trust on rural adolescents can help improve their hope.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
The datasets generated and/or analysed during the current study are available from the corresponding author on reasonable request.
References
Archer, C. M., Jiang, X., Thurston, I. B., & Floyd, R. G. (2019). The differential effects of perceived social support on adolescent hope: Testing the moderating effects of age and gender. Child Indicators Research, 12(6), 2079–2094. https://doi.org/10.1007/s12187-019-9628-x
Arrindell, W. A., Sanavio, E., Aguilar, G., Sica, C., Hatzichristou, C., Eisemann, M., & van der Ende, J. (1999). The development of a short form of the EMBU: Its appraisal with students in Greece, Guatemala, Hungary and Italy. Personality and Individual Differences, 27(4), 613–628. https://doi.org/10.1016/s0191-8869(98)00192-5
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56–95. https://doi.org/10.1177/0272431691111004
Bernath, M. S., Feshbach, N. D., & Gralinski, H. J. (1993). Physical maltreatment and trust in peers: Feelings, reasons, and behavioral intentions. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
Bombi, A. S., Cannoni, E., Gain, F., & Di Norcia, A. (2021). Children’s pictorial representation of their interactions with teachers. Psicologia Educativa, 27(1), 13–20. https://doi.org/10.5093/psed2020a14
Bowlby, J. (1973). Attachment and loss: Volume II: Separation, anxiety and anger. Attachment and loss: Volume II: Separation, anxiety and anger (pp. 1–429). The Hogarth Press and the Institute of Psycho-Analysis.
Bowlby, J. (1982). Attachment and loss: retrospect and prospect. American Journal of Orthopsychiatry, 52(4), 664–678. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x
Brazil, N. (2016). The effects of social context on youth outcomes:Studying neighborhoods and schools simultaneously. Teacher’s College Record, 118, 1–30.
Brittain, C. V. (1967). An exploration of the bases of peer-compliance and parent-compliance in adolescence. Adolescence, 2(8), 445.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bruhn, J. G. (1984). Therapeutic value of hope. Southern Medical Journal, 77(2), 215–219. https://doi.org/10.1097/00007611-198402000-00020
Chen, J., Huebner, E. S., & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 101824. https://doi.org/10.1016/j.lindif.2020.101824
Cook, T. D., Herman, M. R., Phillips, M., & Settersten, R. A. (2002). Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development. Child Development, 73(4), 1283–1309. https://doi.org/10.1111/1467-8624.00472
Dong, Y., Wang, H., Luan, F., Li, Z., & Cheng, L. (2021). How children feel matters: Teacher-student relationship as an indirect role between interpersonal trust and social adjustment. Frontiers in Psychology, 11, 581235. https://doi.org/10.3389/fpsyg.2020.581235
Drugli, M. B. (2013). How are closeness and conflict in studentteacher relationships associated with demographic factors, school functioning and mental health in Norwegian schoolchildren aged 613? Scandinavian Journal of Educational Research, 57(2), 217–225. https://doi.org/10.1080/00313831.2012.656276
Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2022). The teacher’s invisible hand: A meta-analysis of the relevance of teacher-student relationship quality for peer relationships and the contribution of student behavior. Review of Educational Research, 92(3), 370–412. https://doi.org/10.3102/00346543211051428
Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., & Verschueren, K. (2016). Behavioral engagement, peer status, and teacher-student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence, 45(6), 1192–1207. https://doi.org/10.1007/s10964-016-0414-5
Erikson, E. H. (1950). Childhood and society. Norton.
Gaias, L. M., Johnson, S. L., White, R. M. B., Pettigrew, J., & Dumka, L. (2018). Understanding school-neighborhood mesosystemic effects on adolescent development. Adolescent Research Review, 3(3), 301–319. https://doi.org/10.1007/s40894-017-0077-9
Ge, M., & Yu, Y. (2006). Research report of school climate Questionnaire (junior high school version. Journal of Psychological Science, 460–464. https://doi.org/10.16719/j.cnki.1671-6981.2006.02.056
Greenberg, M. T., Siegel, J. M., & Leitch, C. J. (1983). The nature and importance of attachment relationships to parents and peers during adolescence. Journal of Youth and Adolescence, 12(5), 373–386. https://doi.org/10.1007/bf02088721
Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120–126. https://doi.org/10.1037/0003-066x.44.2.120
Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). "Tuning into kids”: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry & Human Development, 44(2), 247–264. https://doi.org/10.1007/s10578-012-0322-1
Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. The Journal of Primary Prevention, 6(2), 73–97. https://doi.org/10.1007/bf01325432
He, J., Chen, X., Fan, X., Cai, Z., & Hao, S. (2018). Profiles of parent and peer attachments of adolescents and associations with psychological outcomes. Children and Youth Services Review, 94, 163–172. https://doi.org/10.1016/j.childyouth.2018.10.001
Hendrickx, M. M. H. G., Mainhard, T., Oudman, S., Boor-Klip, H. J., & Brekelmans, M. (2017). Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status. Journal of Educational Psychology, 109(4), 546–558. https://doi.org/10.1037/edu0000157
Hoferichter, F., Kulakow, S., & Hufenbach, M. C. (2021). Support from parents, peers, and teachers is differently associated with middle school students’ well-being. Frontiers in Psychology, 12, 758226. https://doi.org/10.3389/fpsyg.2021.758226
Hoyle, R. H. (2012). Handbook of structural equation modeling. Guilford Press.
Hu, X., You, S., Ling, Y., & Huebner, E. S. (2022). Family and friends support and hope in Chinese adolescents the mediating effects of self-esteem. Journal of Psychosocial Nursing and Mental Health Services. https://doi.org/10.3928/02793695-20220112-01
Hughes, J. N., & Kwok, O. M. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance: A prospective analysis. Journal of School Psychology, 43(6), 465–480. https://doi.org/10.1016/j.jsp.2005.10.001
Jambon, M., & Malti, T. (2022). Developmental relations between children’s peer relationship quality and prosocial behavior: The mediating role of trust. Journal of Genetic Psychology, 183(3), 197–210. https://doi.org/10.1080/00221325.2022.2030293
Jiang, J., Lu, Z., Jiang, B., & Xu, Y. (2010). Revision of the short-form Egna Minnen av Barndoms Uppfostran for Chinese. Psychological Development and Education, 26(01), 94–99. https://doi.org/10.16187/j.cnki.issn1001-4918.2010.01.017
Jiang, Y., Ren, Y., Liang, Q., & You, J. (2018). The moderating role of trait hope in the association between adolescent depressive symptoms and nonsuicidal self-injury. Personality and Individual Differences, 135, 137–142. https://doi.org/10.1016/j.paid.2018.07.010
Jin, T., Lei, Z., Zhang, L., & Wu, Y. (2021). Perceived chronic social adversity and suicidal ideation among chinese college students: The moderating role of hope. Omega-Journal of Death and Dying, 00302228211048960. https://doi.org/10.1177/00302228211048960
Kiuru, N., Aunola, K., Lerkkanen, M. K., Pakarinen, E., Poskiparta, E., Ahonen, T., & Nurmi, J. E. (2015). Positive teacher and peer relations combine to predict primary school students’ academic skill development. Developmental Psychology, 51(4), 434–446. https://doi.org/10.1037/a0038911
LaFontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19(1), 130–147. https://doi.org/10.1111/j.1467-9507.2008.00522.x
Lee, R. M., Draper, M., & Lee, S. (2001). Social connectedness, dysfunctional interpersonal behaviors, and psychological distress: Testing a mediator model. Journal of Counseling Psychology, 48(3), 310–318. https://doi.org/10.1037/0022-0167.48.3.310
Little, R. J., & Rubin, D. B. (2019). Statistical analysis with missing data (793 vol.). Wiley.
Liu, Q., & Wang, Z. (2021). Associations between parental emotional warmth, parental attachment, peer attachment, and adolescents’ character strengths. Children and Youth Services Review, 120, Article 105765. https://doi.org/10.1016/j.childyouth.2020.105765
Longobardi, C., Iotti, N. O., Jungert, T., & Settanni, M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63, 1–10. https://doi.org/10.1016/j.adolescence.2017.12.001
Lorenzo-Blanco, E. I., Zhang, M., Cobb, C., Meca, A., Szapocznik, J., Unger, J. B., & Schwartz, S. J. (2022). Longitudinal change in adolescent hope among recent immigrant Latinx adolescents: Links with adolescent and parent cultural stress, family functioning, emotional well-being, and behavioral health. Child Development, 93(1), E87–E102. https://doi.org/10.1111/cdev.13694
Mahon, N. E., & Yarcheski, A. (2017). Parent and friend social support and adolescent hope. Clinical Nursing Research, 26(2), 224–240. https://doi.org/10.1177/1054773815619881
Matsushima, R., & Shiomi, K. (2003). Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality, 31(4), 323–332. https://doi.org/10.2224/sbp.2003.31.4.323
Meeus, W., Oosterwegel, A., & Vollebergh, W. (2002). Parental and peer attachment and identity development in adolescence. Journal of Adolescence, 25(1), 93–106. https://doi.org/10.1006/jado.2001.0451
Murray, L., de Rosnay, M., Pearson, J., Bergeron, C., Schofield, E., Royal-Lawson, M., & Cooper, P. J. (2008). Intergenerational transmission of social anxiety: The role of social referencing processes in infancy. Child Development, 79(4), 1049–1064. https://doi.org/10.1111/j.1467-8624.2008.01175.x
Ni, S., Chui, C. H. K., Ji, X., Li, H., & Chan, L. W. C. (2017). Parental emotional warmth and identity integration among Chinese migrant adolescents: The role of hope. Asian and Pacific Migration Journal, 26(3), 308–327. https://doi.org/10.1177/0117196817728623
Nie, Q., Teng, Z., Bear, G. G., Guo, C., Liu, Y., & Zhang, D. (2019). Hope as mediator between teacher-student relationships and life satisfaction among Chinese adolescents: A between- and within-person effects analysis. Journal of Happiness Studies, 20(7), 2367–2383. https://doi.org/10.1007/s10902-018-0052-6
Overton, W. F. (2013). A new paradigm for developmental science: Relationism and relational-developmental systems. Applied Developmental Science, 17(2), 94–107. https://doi.org/10.1080/10888691.2013.778717
Pallini, S., Milioni, M., Laghi, F., & Vecchio, G. M. (2018). The ant and the grasshopper: Adolescents’ time perspective, satisfaction with life and the mediating role of hope. Journal of Happiness Studies, 19(2), 351–364. https://doi.org/10.1007/s10902-016-9821-2
Rempel, J. K., & Holmes, J. G. (1986). How do I trust thee-trust is one of the most important and necessary aspects of any close relationship-by taking this trust test you can count the ways and understand the whys. Psychology Today, 20(2), 28-&.
Rotenberg, K., & Boulton, M. (2013). Interpersonal trust consistency and the quality of peer relationships during childhood. Social Development, 22(2), 225–241. https://doi.org/10.1111/sode.12005
Sethi, J., & Scales, P. C. (2020). Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most. Contemporary Educational Psychology, 63, 101904. https://doi.org/10.1016/j.cedpsych.2020.101904
Shorey, H. S., Snyder, C. R., Yang, X. D., & Lewin, M. R. (2003). The role of hope as a mediator in recollected parenting, adult attachment, and mental health. Journal of Social and Clinical Psychology, 22(6), 685–715. https://doi.org/10.1521/jscp.22.6.685.22938
Shi, G., & Tian, L. (2009). Reliability and validity of hope Trait Inventory in middle school students. Research in Psychology and Behavior, 03, 203–206.
Shi, M., Cai, F., Li, Q., & Luo, G. (2020). The effects of family function on college students’ psychological well-being: The multiple mediating roles of mobile phone dependence and peer trust. Review of Chinese Social Psychology, 01, 51–60.
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. Academic.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/s15327965pli1304_01
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., & Harney, P. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570. https://doi.org/10.1037//0022-3514.60.4.570
Sui-chu Ho, E., Chiu, S. W., Sum, K., Cheung, C. W., & Lee, T. S. (2021). The mediating role of different types of parental support in the social disparity of hope in young adulthood. Journal of Youth and Adolescence, 50(7), 1437–1449. https://doi.org/10.1007/s10964-021-01409-z
Sulimani-Aidan, Y., Sivan, Y., & Davidson-Arad, B. (2017). Comparison of hope and the child-parent relationship of at-risk adolescents at home and in residential care. Children and Youth Services Review, 76, 125–132. https://doi.org/10.1016/j.childyouth.2017.03.005
Umemura, T., & Serek, J. (2016). Different developmental pathways from parental warmth to adolescents’ trust in peers and politicians: Mediating roles of adolescent-parent attachment and belief in a just world. Social Justice Research, 29(2), 186–205. https://doi.org/10.1007/s11211-016-0258-x
Vandenbroucke, L., Spilt, J. L., Verschueren, K., & Baeyens, D. (2018). The effects of peer rejection, parent and teacher support on working memory performance: An experimental approach in middle childhood. Learning and Individual Differences, 67, 12–21. https://doi.org/10.1016/j.lindif.2018.06.007
Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205–211. https://doi.org/10.1080/14616734.2012.672260
Wang, D., & Fletcher, A. C. (2016). Parenting style and peer trust in relation to school adjustment in middle childhood. Journal of Child and Family Studies, 25(3), 988–998. https://doi.org/10.1007/s10826-015-0264-x
Wang, S., Li, A., Su, J., & Sun, E. R. (2022). Parent-child attachment and teacher-student relationships in Chinese children from low-income families: A moderated mediation model of shyness and resilience. Current Psychology. https://doi.org/10.1007/s12144-022-03121-y
Wang, P., Zhao, M., Wang, X., Xie, X., Wang, Y., & Lei, L. (2017). Peer relationship and adolescent smartphone addiction: The mediating role of self-esteem and the moderating role of the need to belong. Journal of Behavioral Addictions, 6(4), 708–717. https://doi.org/10.1556/2006.6.2017.079
Wang, X.D., Wang, X.L., & Ma, H. (1999). Trust Scale. In X.D. Wang, X.L. Wang, & H. Ma (Eds.), Rating scale for mental health. Chinese Mental Health Journal (enlarged edition, pp. 184-185). Bejing
Way, N., & Silverman, L. R. (2012). The quality of friendships during adolescence. Adolescence and beyond: Family processes and development, 91–112. https://doi.org/10.1348/026151008X295623
Wu, M., Zhou, X., Ye, P., & Sun, L. (2021). The Influence of teacher-student relationship, peer relationship and parent-child relationship on the psychological capital among rural primary school boarders: A moderated mediation model. Chinese Journal of Clinical Psychology, 29(2), 230–235.
Wu, Y., & Wen, Z. (2011). Item parceling strategies in structural equation modeling. Advances in Psychological Science, 19(12), 1859–1867.
Xiang, G., Teng, Z., Guo, C., Chen, H., & Miao, H. (2021). Parent-adolescent attachment and peer attachment associated with hope: A longitudinal study of first-year college students. Psychological Development and Education, 37(3), 371–380. https://doi.org/10.16187/j.cnki.issn1001-4918.2021.03.08
Xiang, G., Teng, Z., Li, Q., Chen, H., & Guo, C. (2020). The influence of perceived social support on hope: A longitudinal study of older-aged adolescents in China. Children and Youth Services Review, 119, 105616. https://doi.org/10.1016/j.childyouth.2020.105616
Ye, Z., & Pang, L. (1999). On the Relationship between parent-child relationship, peer relationship and teacher-student relationship. Psychological Development and Education, 04, 50–53.
Yildirim, M., & Arslan, G. (2020). Exploring the associations between resilience, dispositional hope, preventive behaviours, subjective well-being, and psychological health among adults during early stage of COVID-19. Current Psychology. https://doi.org/10.1007/s12144-020-01177-2
Yin, X., Li, Z., Yuan, Y., & Wang, Z. (2019). Developmental trajectory of hope among late-adolescents: Population heterogeneity and the impact of gender and family socioeconomic status. Journal of Adolescence, 72, 124–131. https://doi.org/10.1016/j.adolescence.2019.03.003
Yu, Y., & Ge, M. (2010). Characteristics of perceived school climate and its relationship with school adjustment of middle school students: School attitude as a mediator. Chinese Journal of Clinical Psychology, 18(2), 225–227.
Zhang, W., Chen, L., Yu, F., Wang, S., & Nurmi, J. E. (2015). Hopes and fears for the future among chinese adolescents. Journal of Research on Adolescence, 25(4), 622–629. https://doi.org/10.1111/jora.12166
Zhao, J., Sun, P., Wang, M., & Zhang, W. (2018). Left-behind adolescents’ hopes and fears for the future in rural China. Journal of Adolescence, 63, 64–74. https://doi.org/10.1016/j.adolescence.2017.11.015
Zhao, Y., Hong, J. S., Zhao, Y., & Yang, D. (2021). Parent-child, teacher-student, and classmate relationships and bullying victimization among adolescents in China: Implications for school mental health. School Mental Health, 13(3), 644–654. https://doi.org/10.1007/s12310-021-09425-x
Acknowledgements
The author would like to thank Dr. Zheping Huang and Anthony Agudelo at Women & Infants Hospital of Rhode Island (USA) for their help in the preparation of the manuscript.
Funding
This research was funded by Fujian Provincial Social Science Planning Project in 2020. Project title: A Study on Rural Adolescents’ Hope from the Perspective of Positive Youth Development Concept. Project number: FJ2020 × 008.
Author information
Authors and Affiliations
Contributions
Chunli Lu contributed to the design of the study, collected the data, performed the analysis, and wrote the article. The author agrees to be accountable for the content of the work.
Corresponding author
Ethics declarations
Ethics statement
The studies involving human participants were reviewed and approved by the Ethics Committee of Longyan University.
Conflict of interest
The author declared that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Lu, C. A study on the relationship between parental emotional warmth, teacher-student relationships, peer trust and hope among rural adolescents. Curr Psychol 42, 29403–29417 (2023). https://doi.org/10.1007/s12144-022-03957-4
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-022-03957-4