Perceived Social Support in the Classroom

Abstract

Second 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.