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Background <p>Experiences simulating online peer rejection can negatively impact children’s emotional well-being, yet the protective mechanisms of social support within these contexts remain incompletely understood.</p> Methods <p>Two experimental designs examined primary school students (Study 1: <i>N</i> = 115, <i>M</i><sub><i>age</i></sub>=10.5; Study 2: <i>N</i> = 190, <i>M</i><sub><i>age</i></sub>=11.06) using mixed-factorial and between-subjects approaches with repeated measures ANOVA.</p> Results <p>High social support buffered against negative emotions across experimentally induced rejection conditions (<i>η²</i>=0.107). Support reminders reduced negative emotions (<i>η²</i>=0.310), with enhanced efficacy among children with high support levels. Parental support benefited children with high peer support, while peer support was optimal for socially vulnerable children (<i>η²</i>=0.066).</p> Conclusions <p>Social support operates through primary protective effects and context-dependent enhancement patterns, suggesting the need for developmental optimization of support systems to improve children’s digital well-being.</p>

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Parent, peer, or teacher? Examining how different social support systems buffer children’s emotional responses to online peer rejection

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Yinghang Huang,
  • Kunyan Wang,
  • Tianyu Zhang,
  • Xuan Wang

摘要

Background

Experiences simulating online peer rejection can negatively impact children’s emotional well-being, yet the protective mechanisms of social support within these contexts remain incompletely understood.

Methods

Two experimental designs examined primary school students (Study 1: N = 115, Mage=10.5; Study 2: N = 190, Mage=11.06) using mixed-factorial and between-subjects approaches with repeated measures ANOVA.

Results

High social support buffered against negative emotions across experimentally induced rejection conditions (η²=0.107). Support reminders reduced negative emotions (η²=0.310), with enhanced efficacy among children with high support levels. Parental support benefited children with high peer support, while peer support was optimal for socially vulnerable children (η²=0.066).

Conclusions

Social support operates through primary protective effects and context-dependent enhancement patterns, suggesting the need for developmental optimization of support systems to improve children’s digital well-being.