Perceptions of the Frequency and Importance of Social Support by Students Classified as Victims, Bullies, and Bully/Victims in an Urban Middle School

Abstract

The present study examined the perceptions of the frequency and importance of social support for students classified as bullies, victims, bully-victims, and comparison students (nonbully/nonvictim). The sample included 499 sixth-through eighth-grade students from a predominantly Hispanic urban middle school. Students completed an anonymous survey that included 18 questions on both the receipt and provision of bullying behavior and were categorized into four groups (bully, victim, bully/victim, and comparison). Perceptions of both the frequency and importance of social support from parents, teachers, classmates, close friends, and the school were assessed via the Child and Adolescent Social Support Scale—Revised (CASSS-R; Malecki, Demaray, & Elliott, 2000). The goals of the current study were to (a) present descriptive data on bullying behavior; (b) investigate differences in the frequency and importance ratings of perceived social support by bully status (bully, victim, bully/victim, and comparison); and (c) investigate what sources of support were most related to victim, bully, bully/victim, and comparison students' scores. Significant differences were found among the four groups on both the frequency and importance of total social support and support from the various sources. Results and implications are discussed.

Additional information

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.