The study assumed that parental social support would be the most important factor in the school life sphere and that peer support would be most significant in social relationship and leisure time spheres. Hypotheses regarding school and leisure time spheres were confirmed, but the hypothesis for social relationships was not. Social support had a two-dimensional structure in the school sphere; parental support and peer support were experienced as two independent forms of social support, although parental and peer support both led to improved school performance. Findings illustrated the classic gender-specific division of educational tasks. Fathers were the most important persons in giving support regarding school and of low importance for personal relations and leisure time contexts. Fathers seemed to concern themselves especially with preparing their children for future tasks and attaining social status. Mothers were generally important, but more so in the personal relations domain. They particularly looked after the socioemotional development of their children. Peer support had positive effects on school performance when parental support was absent. 27 references, 2 tables, 3 figures.