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

Abstract

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.