SELF-ADJUSTMENT AT SCHOOL AS MEDIATING OF PEER SOCIAL SUPPORT AND SUBJECTIVE WELL-BEING (SWB) AMONG TEENAGERS IN YOGYAKARTA, INDONESIA

Numerous studies in positive psychology have spurred investigations into adolescent well-being. However, there remains a need for more research exploring the influence of peer social support and self-adjustment on SWB among adolescents in Indonesia. This present study examines the mediating role of self-adjustment in the relationship between peer social support and SWB among Indonesian adolescents. A sample of 384 adolescents (218 females, 166 males), spanning grades 7-9, from Yogyakarta, Indonesia, completed a battery of self-report questionnaires to assess peer social support, self-adjustment, and SWB. The measures included the Child and Adolescent Social Support Scale (CASSS) developed by Malecki et al. (2000), the Adjustment Scale developed by Olivier et al. (2018), and the Brief Adolescents' Subjective Well-being in School Scale (BASWBSS) developed by Tian et al. (2014). The findings showed that self-adjustment had a partial mediating effect on the relationship between peer social support and SWB among adolescents. The closeness with the teacher, isolation, and prosocial behavior had a partial mediating effect on the relationship between peer social support and SWB. In contrast, the externalizing and internalizing problems and conflict with the teacher were not statistically significant. This study makes a valuable contribution by developing a multivariate model incorporating these three variables, particularly relevant for early adolescents. By emphasizing the importance of peer social support in the holistic development of adolescents, this study underscores the critical role of peers in fostering positive outcomes in adolescent development.