The contribution of perceived social support towards school well-being among high school students


  • Ulifa Rahma Faculty of Psychology, Universitas Brawijaya, Indonesia
  • Karina Putri Pramitadewi Faculty of Psychology, Universitas Brawijaya, Indonesia
  • Faizah Faizah Faculty of Psychology, Universitas Brawijaya, Indonesia
  • Yuliezar Perwiradara Faculty of Psychology, Universitas Brawijaya, Indonesia


peer support, perceived social support, school well-being, senior high school, students, teacher support


Recent studies suggest that school well-being is an important predictor of students’ achievement. One of the determinants of school well-being is social support. This study aims to examine the role of perceived social support toward school well-being among senior high school students. A total of 304 students (Mage = 16.27; SD = .815) participated in this study and were approached through accidental sampling. Results indicate that perceived social support plays a significant role in determining the school well-being of high school students. Of the five identified sources of social support, perceived support from teacher was known to have the biggest contribution towards high school students’ school well-being, while perceived support from peer groups has the smallest role towards their school well-being. The study concludes by recommending high schools to consider providing and fulfilling students’ social support as an effort to maintain their school well-being and to encourage their performance.



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How to Cite

Rahma, U., Pramitadewi, K. P., Faizah, F., & Perwiradara, Y. (2020). The contribution of perceived social support towards school well-being among high school students. Jurnal Psikologi Ulayat, 7(2), 163–176.



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