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Abstract
The frequency of students' social support has been investigated in the literature, but little research has examined the social validity or social importance of supportive behaviors for children and adolescents. In the present study, data were gathered from 1,688 students in Grades 3 through 12 via the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, & Nolten, 1999). Results of the present study indicate that there are developmental (elementary, middle, and high school) and group (race, disability, and gender) differences in students' perceptions of the importance of socially supportive behaviors. Furthermore, descriptive analyses revealed interesting trends in the top-rated importance items for students in these known groups. Results are discussed with implications for research and practice.
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Notes on contributors
Michelle Kilpatrick Demaray
Michelle Kilpatrick Demaray received her Ph.D. in Educational Psychology (School Psychology) from the University of Wisconsin-Madison in 1998 and is an Assistant Professor in the Psychology Department at Northern Illinois University. Her research interests are in the areas of social support and Attention-Deficit/Hyperactivity Disorder (ADHD).
Christine Kerres Malecki
Christine Kerres Malecki received her Ph.D. in Educational Psychology (School Psychology) from the University of Wisconsin-Madison in 1998. She is currently an Assistant Professor at Northern Illinois University in the Psychology Department. Her primary research interests include assessing and understanding the social support perceived by children and adolescents and curriculum-based measurement in the area of written language.