Abstract

This study investigated profiles of perceived social support and their associations with mental health indicators for male and female adolescents. The sample was a nationally representative group of Danish adolescents age 13–16 years (Male N = 1114; Female N = 1065). Latent profile analysis was used to identify profiles of perceived social support from different sources (classmate, teacher, family, friend). Three distinct profiles of perceived social support were identified for both genders: ‘High’ support from all sources (54.4% of males; 55.5% of females), ‘Moderate’ support from all sources (31.6% of males; 28.8% of females) and ‘Low friend’ support with moderate support from other sources (13.9% of males; 15.7% of females). The ‘high’ perceived support profile was associated with optimal mental health; the ‘moderate’ perceived support profile was associated with lower wellbeing and more frequent emotional symptoms; and the ‘low friend’ perceived support profile was associated with the lowest levels of wellbeing and, specifically for females, higher frequency of emotional symptoms. Results highlight typical profiles of perceived social support among adolescents, and demonstrate nuanced associations between perceived social support and mental health indicators, with notable gender differences.

Highlights

Three distinct profiles of perceived social support were identified among a large, representative sample of adolescents.

Perceived social support profiles were associated with levels of psychological wellbeing and emotional symptoms.

For females especially, the profile characterised by low support from friends was associated with poor mental health.

Results have implications for identifying young people at risk of mental health difficulties.

Details

Title
With a Little Help from My Friends: Profiles of Perceived Social Support and Their Associations with Adolescent Mental Health
Author
Petersen, Kimberly J. 1   VIAFID ORCID Logo  ; Qualter, Pamela 2 ; Humphrey, Neil 2 ; Damsgaard, Mogens Trab 3 ; Madsen, Katrine Rich 3 

 The University of Leeds, School of Education, Leeds, UK (GRID:grid.9909.9) (ISNI:0000 0004 1936 8403); The University of Manchester, Manchester Institute of Education, Manchester, UK (GRID:grid.5379.8) (ISNI:0000 0001 2166 2407) 
 The University of Manchester, Manchester Institute of Education, Manchester, UK (GRID:grid.5379.8) (ISNI:0000 0001 2166 2407) 
 University of Southern Denmark, National Institute of Public Health, Odense, Denmark (GRID:grid.10825.3e) (ISNI:0000 0001 0728 0170) 
Pages
3430-3446
Publication year
2023
Publication date
Nov 2023
Publisher
Springer Nature B.V.
ISSN
10621024
e-ISSN
15732843
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2890161213
Copyright
© The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.