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Perceived Social Support in the Classroom

dc.contributor.advisorTeglasi, Hedwigen_US
dc.contributor.authorLanier, Sonya Teresaen_US
dc.description.abstractSecond and third grade children's perceptions of available classroom peer social support and peer acceptance were investigated using sociometric nomination and rating procedures. Nomination items included giving, receiving, seeking, and friendship support. Reciprocal nominations were investigated by exploring matches between nominator and nominee for friendship or support, and expected reciprocity was investigated in terms of consistency of children's nominations across items. The relationship between peer acceptance, expected reciprocity, and reciprocity in social support were also examined. Results revealed that boys and girls rated their own gender higher in peer acceptance, and girl's ratings of girls increased across the school year. No gender differences were found in expectations for support or in reciprocal nominations for support. For all, the number of reciprocal nominations for support increased across the school year. Peer acceptance was related more to reciprocal nominations for support as opposed to expectations for support. Directions for future research are discussed.en_US
dc.format.extent900416 bytes
dc.titlePerceived Social Support in the Classroomen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledPsychology, Generalen_US
dc.subject.pqcontrolledEducation, Early Childhooden_US
dc.subject.pquncontrolledperceived social supporten_US

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