Christine Kerres Malecki

Relationship Between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons Across Gender

The current study investigated gender differences in the relationship between sources of perceived support (parent, teacher, classmate, friend, school) and psychological and academic adjustment in a sample of 636 (49% male) middle school students. Longitudinal data were collected at two time points in the same school year. The study provided psychometric support for the Child and Adolescent Social Support Scale (Malecki et al., A working manual on the development of the Child and Adolescent Social Support Scale (2000). Unpublished manuscript, Northern Illinois University, 2003) across gender, and demonstrated gender differences in perceptions of support in early adolescence. In addition, there were significant associations between all sources of support with depressive symptoms, anxiety, self-esteem, and academic adjustment, but fewer significant unique effects of each source. Parental support was a robust unique predictor of adjustment for both boys and girls, and classmates’ support was a robust unique predictor for boys. These results illustrate the importance of examining gender differences in the social experience of adolescents with careful attention to measurement and analytic issues.

Stability of peer victimization in early adolescence: effects of timing and duration.

The current study investigated the stability of peer victimization and the impact of the timing and duration of victimization on psychological and academic outcomes for boys and girls on a sample of 863 middle school students. Results demonstrated strong support for the onset hypothesis and concurrent effects of maladjustment in anxiety, depression, self-esteem, poor school attitude, GPA, and attendance. Support for the cessation hypothesis was mixed, depending on the outcome and gender: boys demonstrated recovery from internalizing distress, whereas girls demonstrated residual effects, even after the cessation of victimization. Girls also demonstrated residual effects of victimization on grades, and both boys and girls evidenced residual effects of victimization on attendance. Regarding duration of victimization, there was strong support for the life-events model of stress and coping across almost all outcomes, suggesting that even temporary experiences of victimization could have a negative impact on psychological and academic outcomes. Overall, results demonstrated the importance of considering the timing and duration of victimization in understanding the risks and damaging effects of victimization. The results from this study also highlight both the need and the potential to intervene during early adolescence when peer relationships are taking on increasing importance, as well as the importance of helping students regain social-emotional and academic functioning, even after victimization ceases.

The Role of Youth's Ratings of the Importance of Socially Supportive Behaviors in the Relationship between Social Support and Self-Concept.

The goal of this study was to investigate the relationship between the perceived frequency and perceived importance of social support with youth’s self-concept. Data from a large representative sample of 921 children and adolescents in grades 3 through 12 were analyzed. Results indicated that the relationships between the frequency of social support from parents, teachers, classmates, and close friends with self-concept were significant. However, only the perceived importance of social support from teachers was significantly related to self-concept. Finally, an interaction was found between the frequency of social support and the importance of social support from classmates and close friends on self-concept. These results suggest that self-evaluations of the importance of teacher support may be especially influential for youths’ self-concept, and that the ability to discount the value of support from classmates and friends, when it is lacking, may be protective to the self-concept of children and adolescents.

A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.

This meta-analysis evaluated the relation between social support and depression in youth and compared the cumulative evidence for 2 theories that have been proposed to explain this association: the general benefits (GB; also known as main effects) and stress-buffering (SB) models. The study included 341 articles (19% unpublished) gathered through a search in PsycINFO, PsycARTICLES, ERIC, and ProQuest, and a hand search of 11 relevant journals. Using a random effects model, the overall effect size based on k = 341 studies and N = 273,149 participants was r = .26 (95% CI [.24, .28]), with robust support for the GB model and support for the SB model among medically ill youth. Stress-buffering analyses suggest that different stressful contexts may not allow youth to fully draw on the benefits of social support, and we propose value in seeking to better understand both stress-buffering (effects of social support are enhanced) and reverse stress-buffering (effects of social support are dampened) processes. Key findings regarding other moderators include a different pattern of effect sizes across various sources of support. In addition, gender differences were largely absent from this study, suggesting that social support may be a more critical resource for boys than is typically acknowledged. Results also demonstrated the importance of using instruments with adequate psychometric support, with careful consideration of methodological and conceptual issues. Building upon these collective findings, we provide recommendations for theory and practice, as well as recommendations for addressing limitations in the extant literature to guide future investigations. (PsycINFO Database Record

Effects of Stress, Attributional Style and Perceived Parental Support on Depressive Symptoms in Early Adolescence: A Prospective Analysis

This study prospectively examined the role of attributional style and perceived parental support as intrapersonal and interpersonal risk and resilience factors to increases in depressive symptoms in the face of stress with a sample of 497 middle school students. Results demonstrated that boys with a pessimistic attributional style and low or moderate levels of parental support had higher levels of depressive symptoms than boys with high levels of support under high levels of stress but not under low levels of stress. Girls with a pessimistic attributional style and low or moderate levels of perceived parental support had higher levels of depressive symptoms than those with an optimistic attributional style, regardless of the level of stress. These results highlight the need to consider more complex models with multiple moderators, such as cognitive styles and parental support, as well as gender differences, in understanding the development of depressive symptoms in early adolescence.

Carrying a Weapon to School and Perceptions of Social Support in an Urban Middle School

Perceived social support is a protective or risk factor that is consistently cited in the school violence and weapon possession literature; however, few empirical studies to date have thoroughly examined the relationships among social support variables and school violence or weapon possession. In the present study, two broad research objectives were pursued: (a) to examine perceptions of social support by students who carry weapons and (b) to assess potential predictors, including social support, of carrying a weapon to school. Data were collected for 461 students from an urban Illinois middle school. A survey packet was given to students that contained two rating scales: The Child and Adolescent Social Support Scale—Revised Edition (CASSS; Malecki, Demaray, & Elliott, 2000) and an untitled survey developed by a community agency to address health and safety issues at the school. Students who reported carrying weapons to school reported less overall or total perceived social support than did their peers who did not carry weapons. In addition, the former reported significantly less perceived social support from all sources—parents, teachers, classmates, close friends, and the school. Another finding was that in addition to other commonly cited and researched risk factors (e.g., drug use, alcohol use), individual social support from parents, teachers, classmates, and close friends also was a significant predictor of weapon carrying in school. Study results and implications are discussed.Perceived social support is a protective or risk factor that is consistently cited in the school violence and weapon possession literature; however, few empirical studies to date have thoroughly ex...

United States and Finnish Adolescents' Perceptions of Social Support: A Cross-Cultural Analysis.

The purpose of the current preliminary study was to examine the levels of perceived social support by adolescents in the US and Finland. American research has demonstrated that high perceived levels of social support can buffer adolescents against many negative psychosocial symptoms, such as depression, anxiety and low self-esteem and is a necessary resource in adolescent well-being (Demaray and Malecki, 2002). Research on social support in Finland has demonstrated similar effects. However, less is known about the potential differences in the perceptions of social support cross-culturally. Perceptions of the frequency of different sources and types of support were assessed in both countries (n = 148 US, n = 144 Finland) via the Child and Adolescent Social Support Scale (CASSS; Malecki et al., 2000). US participants perceived higher levels of both source and type of social support. These preliminary analyses serve as a springboard for further cross-cultural social support research.

Social Behavior Assessment and Response to Intervention

This chapter presents information on assessment strategies for social behaviors in schools that may be used in a problem-solving approach that incorporates response to intervention (RTI). As a point of communication, although many associate RTI solely as a method for identifying and qualifying students for special education services, this chapter discusses RTI within the context of a problem-solving approach. The “interventions” in RTI can be thought of as general education curriculum and instruction, interventions for students at risk of academic or behavior problems, or interventions that are intense enough to warrant special education funding. Thus, this chapter does not focus solely on RTI as an eligibility tool. The importance of the assessment of social behaviors in a problem-solving or RTI approach will be presented along with a detailed description of specific measures and example applications. The use of RTI with social behaviors will also be critiqued, along with suggestions for future directions for the field.

Group Administration of the Children's Attributional Style Interview

Research testing the reformulated theory of learned helplessness has been limited by the psychometric properties of instruments used to measure childrens attributional style. Thus, the goal of this investigation was to modify a relatively new measure of attributional style that has demonstrated strong psychometric properties with young children and test its psychometric properties in a group administration with a sample of 238 fifth- and sixth-grade children. Results revealed strong internal consistency and test-retest reliability, significant correlations with another measure of attributional style, depressive symptoms, optimism, learned helplessness, and a factor structure that was consistent with theory. Overall, these results provide initial support for the use of a modified paper-and-pencil version of the Childrens Attributional Style Interview in a group-administered format for children as young as fifth and sixth grade.

Children’s Attributional Style From Middle Childhood to Early Adolescence: Further Validation of the Paper-and-Pencil Versions of the Children’s Attributional Style Interview

The psychometric properties of two paper-and-pencil versions of the Children’s Attributional Style Interview (i.e., CASI-I and CASI-II) were evaluated in a sample of 166 third and fourth graders and a sample of 245 sixth and seventh graders. The results demonstrated strong internal consistency reliability, convergent validity, and a factor structure that was consistent with theory in both samples. Furthermore, analyses demonstrated adequate evidence of the reliability and validity of several dimensional subscale scores and the composite measures of attributional style for both positive and negative events. These results suggest the utility of the CASI in research testing specific attributional predictions of cognitive theories of depression with the dimensional subscale scores. They further add to the literature by demonstrating item-level factor analytic support for a children’s attributional style measure and the feasibility of administration sizes larger than previously tested, which add to the utility of the CASI in large-scale research designs.