The Relationship between Social Support and Student Adjustment: A Longitudinal Analysis

Autor/inn/en	Demaray, Michelle Kilpatrick; Malecki, Christine Kerres; Davidson, Lisa M.; Hodgson, Kelly K.; Rebus, P. Jacob
Titel	The Relationship between Social Support and Student Adjustment: A Longitudinal Analysis
Quelle	In: Psychology in the Schools, 42 (2005) 7, S.691-706 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20120
Schlagwörter	School Support; Middle Schools; Student Adjustment; School Psychologists; Social Support Groups; Longitudinal Studies; Urban Schools; Middle School Students; Measures (Individuals); Emotional Problems; Symptoms (Individual Disorders); Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Schulförderverein; Middle school; Mittelschule; Mittelstufenschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Social support; Soziale Unterstützung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; Stadtregion; Stadt; Middle schools; Messdaten; Psychiatrische Symptomatik
Abstract	This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at-risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10