Associations between perceived school climate and close friend support among Chinese high school students: a cross-sectional serial indirect-effect analysis of exercise-related basic psychological needs satisfaction and self-esteem.

BACKGROUND

Close friend support is a key emotional and coping resource during adolescence, yet less is known about the psychological variables that may statistically account for its association with students' perceived school climate.

METHODS

We conducted a cross-sectional survey among 1,380 Chinese high school students aged 15-18 years from five senior high schools in Shihezi, Xinjiang, China. Perceived school climate was measured using the 12-item school climate component of the Abbreviated Dual School Climate and School Identification Measure-Student; basic psychological needs satisfaction in exercise, self-esteem, and close friend support were assessed with self-report scales. Covariate-adjusted specific and sequential statistical indirect effects were estimated using PROCESS Model 6 with 5,000 bootstrap resamples while controlling for sex and grade level.

RESULTS

Perceived school climate was positively associated with close friend support (total effect B = 0.507, 95% CI [0.463, 0.550]). A direct association remained statistically significant after accounting for both intervening variables (B = 0.263, 95% CI [0.217, 0.310]), and the total indirect effect was B = 0.243 (95% CI [0.209, 0.279]). Statistically significant indirect effects were observed via basic psychological needs satisfaction in exercise (B = 0.084, 95% CI [0.062, 0.107]), via self-esteem (B = 0.113, 95% CI [0.088, 0.138]), and sequentially via basic psychological needs satisfaction in exercise and self-esteem (B = 0.046, 95% CI [0.035, 0.058]).

CONCLUSION

A more positive perceived school climate was associated with greater close friend support, with statistical indirect effects via exercise-related basic psychological needs satisfaction and self-esteem. The findings point to practice-relevant considerations for supportive school climates and need-supportive exercise contexts; however, because the data were cross-sectional and adjusted only for sex and grade level, these indirect effects should not be interpreted as evidence of temporal ordering or causal mediation.