Teacher and Classmate Support on Self‐Concept: A Cross‐Sectional and Longitudinal Study
Open Access
- 17 September 2026
- journal article
- research article
- Published by Wiley in Scandinavian Journal of Psychology
Abstract
The purpose of this study was to analyze the predictive capacity of teacher and classmate support on self‐concept at two time points. The sample was composed of 484 adolescents, 226 males, and 258 females. Results showed that teacher support predicted self‐concept dimensions (five out of eight at Time 1 and four out of eight at Time 2) at both time points. Classmate support predicted self‐concept dimensions (six out of eight at Time 1 and three out of eight at Time 2). Classmate support at Time 1 showed significant effects on opposite‐sex relationships, same‐sex relationships, and self‐esteem at Time 2, while teacher support at Time 1 showed significant effects on math, parent relationships, school, and verbal at Time 2. It seems that teacher support is more influential for academic self‐concept dimensions, whereas classmate support is more relevant for non‐academic dimensions.Keywords
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