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Abstract

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.


 

Keywords

peer support perceived social support school well-being senior high school students teacher support dukungan dari guru dukungan dari teman kesejahteraan di sekolah persepsi dukungan sosial siswa SMA

Article Details

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: Indonesian Journal of Indigenous Psychology, 7(2), 163–176. https://doi.org/10.24854/jpu106

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