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Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School

Year: 2025

Type: article

Abstract: The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students’ internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidirectional association over time. Internalizing problems negatively predicted parental support, while parental support negatively predicted externalizing problems. Additionally, externalizing problems negatively predicted teacher support. The findings highlight the unique associations with different social support sources and show how a lack of social support may foster behavioral problems, yet the presence of behavior problems can also elicit reduced social support.

Source: Youth & Society

DOI: 10.1177/0044118x251380601

Authors: Naska Goagoses, Kati Vasalampi, Tuomo Virtanen, Eija Pakarinen, Kaisa Aunola, Marja-Kristiina Lerkkanen

Institutions: Carl von Ossietzky Universität Oldenburg, University of Jyväskylä

Language: English

Topic: Child and Adolescent Psychosocial and Emotional Development

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,650