Family, School Support, Life Satisfaction, and Negative Emotions for Rural Peruvian Adolescents

Abstract

Recent theoretical developments in mental health propose a dual mental health model that acknowledges both mental illness and well-being, essential for distinguishing different adolescent groups. This dual approach is critical for examining adolescent mental health, particularly when comparing urban and rural populations. Despite the recognized importance of subjective well-being in adolescents, rural contexts remain under-researched, particularly regarding experiences of violence in schools and homes. This study investigates the effects of life satisfaction and negative emotions on rural Peruvian adolescents, examining the impact of home and peer violence using a national sample of 2,574 students (47.2% female; mean age 16.37 years). A multigroup structural equation modeling (SEM) with measurement invariance testing was applied to compare relationships across service models. Results for the alternating service model indicate that home support and bullying significantly affect life satisfaction and negative emotions. In the tutorial educational service model, home support and home violence correlate with life satisfaction, while home support, home violence, and bullying influence negative emotions. In the residential service model, home support, home violence, and bullying are associated with life satisfaction, whereas home support and bullying are linked to negative emotions. These findings underscore significant differences in rural adolescents’ mental health based on the educational services they receive, offering valuable insights for public policy in education and mental health services. Future research should delve deeper into these educational service differences to enhance understanding and inform targeted interventions.