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Examined the relationships between negative events, locus of control, social support, and psychological adjustment in an early adolescent sample. Of interest were the potential stress-buffering effects of social support and the conjunctive effects of social support and locus of control upon adjustment. Family support was positively related to adjustment in several domains, whereas school support was only related to school competence. Peer support was positively related to peer competence and anxiety, and negatively related to school competence. Examination of the buffering hypothesis suggested that both family and school support served to moderate the relationship between negative events and school competence. Conjunctive effects were also detected in that school support buffered number of negative events best for those individuals with an internal locus of control for successes.
A M Cauce, and
K Hannan, and
M Sargeant
June 1992,
Child development,
A M Cauce, and
K Hannan, and
M Sargeant
December 2020,
Psychology & health,
A M Cauce, and
K Hannan, and
M Sargeant
October 2018,
Brain imaging and behavior,
A M Cauce, and
K Hannan, and
M Sargeant
July 1997,
Social psychiatry and psychiatric epidemiology,
A M Cauce, and
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M Sargeant
June 1983,
Journal of youth and adolescence,
A M Cauce, and
K Hannan, and
M Sargeant
January 2012,
Frontiers in psychology,
A M Cauce, and
K Hannan, and
M Sargeant
June 2011,
Neuroscience and biobehavioral reviews,
A M Cauce, and
K Hannan, and
M Sargeant
June 2018,
Family process,
A M Cauce, and
K Hannan, and
M Sargeant
December 1990,
Research in nursing & health,
A M Cauce, and
K Hannan, and
M Sargeant
April 2017,
Psychological medicine,
