Teacher and Classmate Support on Self-Concept: A Cross-Sectional and Longitudinal Study.

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.