Social support is empirically linked to improved adolescent psychological and academic functioning. This study explored typologies characterized by family, peer, and school support among students in early (Grade 7; n = 27,399) and late (Grade 11; n = 27,984) adolescence. We assessed how each latent profile related to key aspects of psychological and academic functioning and the moderation of gender in these associations. Three convergent profiles (i.e., High, Moderate, and Low Support) and two divergent profiles (i.e., Minimum Peer Support and Minimum Family Support) were found in both grade levels, with psychological and academic functioning differentiated by the profiles. The Minimum Peer Support and Minimum Family Support profiles showed the lowest functioning in all domains across grade levels. The High Support profile showed the highest psychological health and academic performance. Gender moderation was observed in the associations between social support profiles and psychological functioning and was more prominent among 7th graders than 11th graders. Findings suggest that social support's impact is determined by combinations of various support sources, age, and gender. The social support profiles and their associations with students' characteristics and outcomes may inform practitioners in supporting vulnerable groups and planning interventions.

社会支持在经验上与改善青少年心理和学业功能有关。本研究探讨了青春期早期（7 年级； n =  27,399）和晚期（11 年级；n =  27,984）学生中以家庭、同伴和学校支持为特征的类型。我们评估了每个潜在特征如何与心理和学术功能的关键方面以及这些关联中的性别调节相关。三个收敛配置文件（即，高、中和低支持）和两个发散配置文件（即，最低同行支持和最低家庭支持）在两个年级都发现，心理和学术功能因个人资料而异。最低同伴支持和最低家庭支持配置文件显示，在各个年级的所有领域中功能最低。高支持个人资料显示出最高的心理健康和学习成绩。在社会支持概况和心理功能之间的关联中观察到性别适度，并且在 7 年级学生中比 11 年级学生更为突出。研究结果表明，社会支持的影响取决于各种支持来源、年龄和性别的组合。社会支持概况及其与学生特征和结果的关联可能会告知从业者支持弱势群体和规划干预措施。