Résumés
Résumé
L’objectif du présent projet était d’examiner les associations entre le soutien de la famille et des amis, le rapport à l’orientation sexuelle, la détresse, le bien-être et le fonctionnement scolaire de jeunes lesbiennes, gais et bisexuel(le)s québécois (n = 29). Les résultats ont révélé que le soutien de la famille était négativement associé au rapport conflictuel à l’orientation sexuelle ainsi qu’à la détresse et positivement associé au bien-être. Le soutien des amis était associé négativement à la peur de la violence homophobe et positivement au bien-être. Le rapport conflictuel à l’orientation sexuelle était associé positivement à la détresse et négativement au bien-être. Le soutien des enseignants était positivement associé à la motivation scolaire et négativement à la violence homophobe, cette dernière étant négativement associée à la motivation.
Mots-clés :
- LGB,
- soutien social,
- détresse,
- bien-être,
- orientation sexuelle,
- vécu scolaire,
- adolescents
Abstract
The goal of the present project was to examine associations between social support from family and friends, feelings towards sexual orientation, distress, well-being, and school functioning in young lesbians, gays, and bisexuals from Quebec's Outaouais region (n = 29). Results revealed that family support was negatively associated with conflicted feelings towards sexual orientation, as well as with distress, and positively associated with well-being. Support from friends was negatively associated with fear of homophobic violence, and positively associated with well-being. Conflicted feelings towards sexual orientation were associated positively with distress, and negatively with well-being. Support from teachers was positively associated with school motivation, and negatively associated with homophobic violence at school, the latter being also negatively associated with motivation.
Keywords:
- LGB,
- social support,
- distress,
- well-being,
- sexual orientation,
- school functioning,
- adolescents
Parties annexes
Bibliographie
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