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Abstract:
Purpose
This study explored the psychological capital (PsyCap) status of economically disadvantaged adolescents and clarify
the effects of teacher support, peer support, and family cohesion on PsyCap. Additionally, this study examined
gender-based differences in the effects of teacher support, peer support, and family cohesion on PsyCap.
Design/methodology/approach
The data were retrieved from the Taiwan Database of Children and Youth in Poverty, provided by the Taiwan Fund for
Children and Families. Participants were 1,289 junior high school students. Data were analyzed through structural
equation modeling (SEM) to examine the causal relationships among the latent variables. Furthermore, the study applied
multi-group analysis to reveal the gender-based differences in the estimated relationships.
Findings
Descriptive statistics indicated that the levels of teacher support, peer support, and family cohesion were medium high
and that the level of PsyCap was medium for the economically disadvantaged adolescents. The SEM results indicated
that teacher support, peer support, and family cohesion positively and significantly predicted PsyCap; that is, teacher
support, peer support, and family cohesion could enhance the PsyCap level of the economically disadvantaged
adolescents. Moreover, the multigroup analysis revealed that the factors influencing the PsyCap of boys are, in
decreasing order of influence, teacher support, peer support, and family cohesion; for girls, they are, in decreasing order
of influence, family cohesion, teacher support, and peer support. Additionally, the relationship between family cohesion
and PsyCap is significantly stronger in boys than it is in girls, but the relationship between peer support and PsyCap is
stronger in boys than it is in girls. Finally, no difference was observed between the genders in the relationship between
teacher support and PsyCap.
Originality/value
Maintaining high-quality PsyCap supports economically disadvantaged adolescents’ mental health and improves their
opportunities for success in the future. Although several studies have investigated PsyCap in Taiwan, few have focused
on junior high school students or economically disadvantaged adolescents. Therefore, this study explored the effects of
teacher support, peer support, and family cohesion on PsyCap among economically disadvantaged adolescents and
revealed that different perspectives can be emphasized to effectively and efficiently improve the PsyCap of economically
disadvantaged girls and boys.
Author:
Author Description:
Master Student, MA Program of Counseling and Guidance, National Chengchi University, Taipei, Taiwan; Professor, Department of Education, National Chengchi University, Taipei, Taiwan.
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APA:
Chiang, S.-C., & Chen, W.-C. (2017). Economically disadvantaged adolescents’ teacher support, peer support, family cohesion and psychological capital: Analyzing the Taiwan database of children and youth in poverty. Contemporary Educational Research Quarterly, 25(4), 11-50.
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