Social Support as a Buffer in the Relationship between Socioeconomic Status and Academic Performance

Autor/inn/en	Malecki, Christine Kerres; Demaray, Michelle Kilpatrick
Titel	Social Support as a Buffer in the Relationship between Socioeconomic Status and Academic Performance
Quelle	In: School Psychology Quarterly, 21 (2006) 4, S.375-395 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
Schlagwörter	Socioeconomic Status; School Psychologists; Poverty; Grade Point Average; Academic Achievement; Social Support Groups; Urban Areas; School Districts; Hispanic Americans; Measures (Individuals); Lunch Programs; Middle School Students; Risk + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Armut; Schulleistung; Social support; Soziale Unterstützung; Urban area; Stadtregion; School district; Schulbezirk; Hispanic; Hispanoamerikaner; Messdaten; Mittagessen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Risiko
Abstract	The present study was an investigation of the potential moderating effect of social support on academic performance for students living in poverty. Data were collected in one urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and students' course grade point averages (GPA). Regarding socioeconomic status (SES), students were classified as lower-SES if they received free or reduced-cost lunches or higher-SES if they did not receive free or reduced-cost lunches. First, for students with higher SES, correlational analyses revealed no significant associations between social support and academic performance as measured by GPA. Alternatively, for students of lower SES, significant, moderate associations were found between GPA scores and social support scores. Second, as predicted, regression analyses provided evidence that social support may moderate the relationship between poverty and academic performance. Implications for school psychologists and suggestions for future research are provided. (Contains 1 figure and 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10