What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

• DOI: 10.1521/scpq.18.3.231.22576
• Publication Date: 2003-12-15T17:17:00Z
• Authors: Christine Kerres ...; Michelle Kilpatri...
• Keywords: 4. Education; 05 social sciences; 1. No poverty; 10. No inequality; 0503 education; 3. Good health

Despite the availability of conceptual frameworks for examining types social support, majority studies in literature measure global support and do not examine specific support. Thus, present study asked: (a) What (e.g., emotional, informational, appraisal, instrumental) students most often perceive from each sources parents, teachers, classmates, close friends)? (b) Are certain more related to students’ social, behavioral, academic outcomes? Preliminary analyses were also conducted investigate psychometric properties Child Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) gender differences perceptions Participants included 263 Grades 5 through 8 data collected using CASSS, Skills Rating System (SSRS; Gresham 1990), Behavior Assessment Children (BASC; Reynolds Kamphaus, 1998). Results found that although early adolescent boys girls similar levels all their parents classmates friends. Furthermore, emotional informational highly reported type was instrumental scores highest Supportive behaviors contributed personal adjustment. Emotional perceived teachers a significant sole individual predictor skills competence. Finally, supportive predicted school maladjustment.