We present the results of a study examining adolescent help-seeking intentions (HSIs), stress, subjective school achievement and life satisfaction. Using a cross-sectional design with a sample of New Zealand adolescents (n = 1601), we tested whether HSIs could mediate or moderate relations between stress and subjective achievement, and between stress and life satisfaction. We inspected these dynamics alongside different help sources (informal and formal) and domains where stress might be experienced (school and personal). Using mediation testing, findings suggest that informal HSIs have at least some influence on the relations between stress and well-being indicators, whereas formal HSIs did not. Conditional indirect effects for the mediation models (moderated mediation) revealed that gender and age did not moderate the relations between stress and informal HSIs, or between stress and well-being indicators with one exception: gender moderated the relation between personal stress and informal HSIs. In most models, tests of moderation lent support for a protective-reactive model in which HSIs reduce the adverse effects of stress on well-being indicators. Discussion focuses on modelling and promoting help-seeking activities across diverse support sources, and doing so earlier in life so that adolescents can benefit from well-honed coping strategies.

中文翻译：

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新西兰青少年压力、求助意图、主观成就和生活满意度：调解、适度调解和适度的测试

我们展示了一项调查青少年求助意向 (HSI)、压力、主观学业成绩和生活满意度的研究结果。对新西兰青少年样本 ( n)使用横断面设计 = 1601)，我们测试了 HSI 是否可以调节或调节压力与主观成就之间以及压力与生活满意度之间的关系。我们与不同的帮助来源（非正式和正式）以及可能会遇到压力的领域（学校和个人）一起检查了这些动态。使用中介测试，结果表明非正式 HSI 至少对压力和幸福指数之间的关系有一些影响，而正式 HSI 则没有。中介模型的条件间接效应（适度中介）表明，性别和年龄并未调节压力与非正式 HSI 之间的关系，或压力与幸福指数之间的关系，但有一个例外：性别调节了个人压力与非正式 HSI 之间的关系。在大多数模型中，适度测试为保护性反应模型提供了支持，在该模型中，HSI 减少了压力对幸福指数的不利影响。讨论的重点是建模和促进跨不同支持来源的寻求帮助活动，并在生命早期这样做，以便青少年可以从精心磨练的应对策略中受益。