Skip to main content
SpringerLink
Log in

The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction

  • Original Paper
  • Published:
Journal of Child and Family Studies Aims and scope Submit manuscript

Abstract

The study focused on the transition from middle school to high school and aimed to verify the mediating role that perceived peer support may play in the relationship between family functioning in middle school and school satisfaction in high school. In middle school (Wave 1), participants were 208 adolescents (106 boys and 102 girls) aged 12–13 years (M = 12.56; SD = .61), attending the last classes of two middle public schools located in Italy. One year later (Wave 2), 155 adolescents (76 boys and 79 girls) participated again in the study when they attended the first classes of high school (M = 13.91; SD = .75). Participants completed the Italian Version of Family Assessment Device and the Social Support Questionnaire (short from) in Wave 1 and the Multidimensional Students’ Life Satisfaction Scale in Wave 2. Results showed that among family functioning dimensions, only affective involvement positively predicted perceived peer support and school satisfaction. The mediation models showed that perceived peer support in middle school mediated the relationship between affective involvement in middle school and school satisfaction in high school. Our results confirm the role of subjective perception of peer support in contributing to the prediction of school satisfaction beyond good parental affective involvement.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, African-American students. School Psychology Quarterly, 13, 25–44.

    Article  Google Scholar 

  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.

    Article  PubMed  Google Scholar 

  • Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bronfenbrenner, U (1994). Ecological models of human development. In International Encyclopedia of Education. 2nd edn. Oxford: Elsevier.

    Google Scholar 

  • Chappel, A. M., Suldo, S. M., & Ogg, J. A. (2014). Associations between adolescents’ family stressors and life satisfaction. Journal of Child and Family Studies, 23, 76–84.

    Article  Google Scholar 

  • Chen, W. B., & Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. Journal of Educational Research, 103, 53–62.

    Article  Google Scholar 

  • Chen, X., Morin, A. J., Parker, P. D., & Marsh, H. W. (2015). Developmental investigation of the domain-specific nature of the life satisfaction construct across the post-school transition. Developmental Psychology, 51, 1074–1085.

    Article  PubMed  Google Scholar 

  • Collins, N. L., & Feeney, B. C. (2004). Working models of attachment shape perceptions of social support: Evidence from experimental and observational studies. Journal of Personality and Social Psychology, 87, 363–383.

    Article  PubMed  Google Scholar 

  • Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: The role of parents’ education. Frontiers in Psychology, 6, 52.

    Article  PubMed  PubMed Central  Google Scholar 

  • Daehlen, M. (2015). Child welfare clients and school satisfaction. European Journal of Social Work, 18, 430–442.

    Article  Google Scholar 

  • DeSantis-King, A. L., Huebner, S., Suldo, S. M., & Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1, 279–295.

    Article  Google Scholar 

  • Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. The Journal of Early Adolescence, 37, 1280–1308.

    Article  Google Scholar 

  • Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9, 171–180.

    Article  Google Scholar 

  • Epstein, J. L., & Mcpartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.

    Article  Google Scholar 

  • Epstein, N., Ryan, C., Bishop, D., Miller, I., & Keitner, G. (2003). The McMaster model: A view of healthy family functioning. In F. Walsh (Ed.), Normal family processes: Growing diversity and complexity (3rd ed., pp. 581–607). New York, NY: Guilford Press.

    Google Scholar 

  • Freund, A. M., Weiss, D., & Wiese, B. S. (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10, 580–596.

    Article  Google Scholar 

  • Gómez, D. O., Casas, F., Inzunza, J. A., & Costa, P. A. (2017). School and neighborhood: influences ofsubjective well-being in Chilean children. In: Sarriera J., & Bedin L. (Eds), Psychosocial well-being of childrenand adolescents in Latin America Children’s well-being: Indicators and research (pp. 153–165). Springer, Cham.

  • Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66, 399–410.

    Article  Google Scholar 

  • Grandi, S., Fabbri, S., Scortichini, S., & Bolzani, R. (2007). Validazione italiana del Family Assessment Device. (FAD). [Italian validation of the Family Assessment Device (FAD)]. Rivista di Psichiatria, 42, 114–122.

    Google Scholar 

  • Gregson, K. D., Tu, K. M., Erath, S. A., & Pettit, G. S. (2017). Parental social coaching promotes adolescent peer acceptance across the middle school transition. Journal of Family Psychology, 31, 668–678.

    Article  PubMed  Google Scholar 

  • Guzzo, G., Lo Cascio, V., & Pace, U. (2013). The role of individual and relational characteristics on alcohol consumption among Italian adolescents: A discriminant function analysis. Child Indicators Research, 6, 605–618.

    Article  Google Scholar 

  • Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition. Journal of Applied Developmental Psychology, 32, 267–277.

    Article  Google Scholar 

  • Hampden-Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69, 248–265.

    Article  Google Scholar 

  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420.

    Article  Google Scholar 

  • Hayes, A. F. (2013). Introduction to mediation, moderation and conditional process analysis. New York, NY: Guilford Press.

    Google Scholar 

  • Hidayah, N., Ramli, M. P. M., & Hanurawan, F. (2016). Students’ well-being assessment at school. Journal of Educational, Health and Community Psychology, 5, 62–71.

    Article  Google Scholar 

  • Huebner, E. S. (1991). Initial development and validation of a Multidimensional Life Satisfaction Scale for children. Psychological Assessment, 6, 149–158.

    Article  Google Scholar 

  • Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149–158.

    Article  Google Scholar 

  • Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55, 167–183.

    Article  Google Scholar 

  • Huebner, E. S., Zullig, K. J., & Saha, R. (2012). Factor structure and reliability of an abbreviated version of the Multidimensional Students’ Life Satisfaction Scale. Child Indicator Research, 5, 561–657.

    Article  Google Scholar 

  • Jiang, X., Huebner, E. S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social Indicators Research, 114, 1073–1086.

    Article  Google Scholar 

  • Jindal-Snape, D., & Miller, D. J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self- esteem theories. Education Psychology Review, 20, 217–236.

    Article  Google Scholar 

  • Jones, J. D., & Cassidy, J. (2014). Parental attachment style: Examination of links with parent secure base provision and adolescent secure base use. Attachment & Human Development, 16, 437–461.

    Article  Google Scholar 

  • Keay, A., Lang, J., & Frederickson, N. (2015). Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice, 31, 279–292.

    Article  Google Scholar 

  • Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington, DC: National High School Center, American Institutes for Research.

    Google Scholar 

  • LeBreton, J. M., Wu, J., & Bing, M. N. (2009). The truth(s) on testing for mediation in the social and organizational sciences. In C. E. Lance & R. J. Vandenberg (Eds.), Statistical and methodological myths and urban legends: Doctrine, verity, and fable in the organizational and social sciences. New York, NY: Routledge.

    Google Scholar 

  • Main, M, Kaplan, N. & Cassidy, J. (1985). Security in infancy, childhood, and adulthood: A move to the level of representation. In I. Bretherton & E. (Eds.), Monographs of the society for research in child development.

  • Martínez, R. S., Aricak, O. T., Graves, M. N., Peters-Myszak, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition. Journal of Youth and Adolescence, 40, 519–530.

    Article  PubMed  Google Scholar 

  • Migliorini, L., Tassara, T., & Rania, N. (2018). A study of subjective well-being and life satisfaction in Italy: How are children doing at 8 years of age? Child Indicators Research. https://doi.org/10.1007/s12187-017-9514-3.

    Google Scholar 

  • Newland, L. A., Lawler, M. J., Giger, J. T., Roh, S., & Carr, E. R. (2015). Predictors of children’s subjective well-Being in rural communities of the United States. Child Indicators Research, 8, 177–198.

    Article  Google Scholar 

  • Oriol, X., Torres, J., Miranda, R., Bilbao, M., & Ortúzar, H. (2017). Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries. Children and Youth Services Review, 80, 149–156.

    Article  Google Scholar 

  • Pace, U., Zappulla, C., Guzzo, G., Di Maggio, R., Laudani, C., & Cacioppo, M. (2014). Internet addiction, temperament, and the moderator role of family emotional involvement. International Journal of Mental Health and Addiction, 12, 52–63.

    Article  Google Scholar 

  • Pace, U., Zappulla, C., & Di Maggio, R. (2016). The mediating role of perceived peer support in the relation between quality of attachment and internalizing problems in adolescence: A longitudinal perspective. Attachment & Human Development, 18, 508–524.

    Article  Google Scholar 

  • Pallini, S., Baiocco, R., Schneider, B. H., Madigan, S., & Atkinson, L. (2014). Early child–parent attachment and peer relations: A meta-analysis of recent research. Journal of Family Psychology, 28, 118–123.

    Article  PubMed  Google Scholar 

  • Passanisi, A., Craparo, G., & Pace, U. (2017). Magical thinking and decision-making strategies among late adolescent regular gamblers: A mediation model. Journal of Adolescence, 59, 51–58.

    Article  PubMed  Google Scholar 

  • Passanisi, A., & Pace, U. (2017). The unique and common contributions of impulsivity and decision-making strategies among young adult Italian regular gamblers. Personality and Individual Differences, 105, 24–29.

    Article  Google Scholar 

  • Persson, L., Haraldsson, K., & Hagquist, C. (2016). School satisfaction and social relations: Swedish school children’s improvement suggestions. International Journal of Public Health, 61, 83–90.

    Article  PubMed  Google Scholar 

  • Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Assessing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185–227.

    Article  PubMed  Google Scholar 

  • Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school-significant positive and negative school experiences of Finnish ninth graders. European Journal of Psychology of Education, 25, 207–221.

    Article  Google Scholar 

  • Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44, 127–139.

    Article  Google Scholar 

  • Sarason, I. G., Sarason, B. R., Shearin, E. N., & Pierce, G. R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of Social and Personal Relationships, 4, 497–510.

    Article  Google Scholar 

  • Scalera, V., & Alivernini, F. (2010). High school transition: Theoretical underpinnings, development and validation of the Transition Difficulty Scale (SDIT). Journal of Educational, Cultural and Psychological Studies, 2, 55–94.

    Google Scholar 

  • Seibert, A., & Kerns, K. (2015). Early mother–child attachment: Longitudinal prediction to the quality of peer relationships in middle childhood. International Journal of Behavioral Development, 39, 130–138.

    Article  Google Scholar 

  • Smokowski, P. R., Bacallao, M. L., Cotter, K. L., & Evans, C. B. (2015). The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth. Child Psychiatry & Human Development, 46, 333–345.

    Article  Google Scholar 

  • Suizzo, M. A., Jackson, K. M., Pahlke, E., McClain, S., Marroquin, Y., Blondeau, L. A., & Hong, K. (2016). Parents’ school satisfaction and academic socialization predict adolescents’ autonomous motivation: A mixed-method study of low-income ethnic minority families. Journal of Adolescent Research, 31, 343–374.

    Article  Google Scholar 

  • Sun, R. C. (2016). Student misbehavior in Hong Kong: The predictive role of positive youth development and school satisfaction. Applied Research in Quality of Life, 11, 773–789.

    Article  Google Scholar 

  • Tian, L., Chu, S., & Huebner, E. S. (2016). The chain of relationships among gratitude, prosocial behavior and elementary school students’ school satisfaction: The role of school affect. Child Indicators Research, 9, 515–532.

    Article  Google Scholar 

  • Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128, 105–129.

    Article  Google Scholar 

  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (1990). Digest of Education Statistics, 1989. Washington, DC.

  • Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well being in school: The role of students’ ethnicity. Journal of Youth and Adolescence, 34, 269–278.

    Article  Google Scholar 

  • Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.

    Article  Google Scholar 

  • Waters, S., Lester, L., & Cross, D. (2014). How does support from peers compare with support from adults as students transition to secondary school? Journal of Adolescent Health, 54, 543–549.

    Article  PubMed  Google Scholar 

  • Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66, 715–730.

    Article  PubMed  Google Scholar 

  • West, P., Sweeting, H., & Young, R. (2010). Transition matters: Pupils’ experiences of the primary-secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research Papers in Education, 25, 21–50.

    Article  Google Scholar 

  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66, 377–397.

    Article  Google Scholar 

  • Wolf, L. K., Bazargani, N., Kilford, E. J., Dumontheil, I., & Blakemore, S. J. (2015). The audience effect in adolescence depends on who’s looking over your shoulder. Journal of Adolescence, 43, 5–14.

    Article  PubMed  PubMed Central  Google Scholar 

  • Woolley, M. E., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43–70.

    Article  Google Scholar 

  • Zappulla, C., Pace, U., Lo Cascio, V., Guzzo, G., & Huebner, E. S. (2014). Factor structure and convergent validity of the long and abbreviated versions of the Multidimensional Students’ Life Satisfaction Scale in an Italian sample. Social Indicators Research, 118, 57–69.

    Google Scholar 

Download references

Author Contributions

M.M.: collaborated with the design and writing of the study; G.D.U.: collaborated with the design and writing of the study and analyzed the data and wrote part of the results; A.P.: collaborated with the design and writing of the study; U.P. e C.Z.: designed and executed the study, assisted with the data analyses, collaborated in the writing and editing of the final manuscript.

Author information

Authors and Affiliations

  1. Kore University of Enna, Enna, Italy

    Marinella Muscarà, Ugo Pace, Alessia Passanisi & Giulio D’Urso

  2. University of Palermo, Palermo, Italy

    Carla Zappulla

Authors
  1. Marinella Muscarà
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ugo Pace
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Alessia Passanisi
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Giulio D’Urso
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Carla Zappulla
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ugo Pace.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards and were approved by the Italian Psychology Association.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Muscarà, M., Pace, U., Passanisi, A. et al. The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction. J Child Fam Stud 27, 2690–2698 (2018). https://doi.org/10.1007/s10826-018-1098-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10826-018-1098-0

Keywords

Search

Navigation