The relation between emotional support, self-concept, and social functioning among school-aged children

Abstract

The study examined the relations between perceived emotional support from parents and peers, self-concept and social functioning among a sample of school-aged children. The study had three main purposes. Firstly, the study was aimed at evaluating the association between emotional support perceived from parents and peers, and self concept. Secondly, the study was aimed at inquiring the existence of different children’s profiles on the basis of the level of perceived emotional support from parents and peers, and their self-concept. Finally, the study was aimed at exploring any difference that could have emerged in their social functioning. The participants were 270 children (F = 137, M = 133), ranged in age from 9 to 11 (mean age = 10.75, SD = 1.48). Children were collectively assessed through self-report and peer-reported measures. A cluster analysis revealed the existence of five profiles characterized by different levels of emotional support perceived from parents and peers, and self-concept. Results have also evidenced differences between children belonging to different profiles in the social functioning assessed by peers. Globally, findings showed that a positive self-concept, when combined with high emotional support from parents or from peers, is related to a better social functioning both in terms of peer acceptance and prosocial behaviors.