Publication Date

2014

Document Type

Dissertation/Thesis

First Advisor

Malecki, Christine K.

Degree Name

M.A. (Master of Arts)

Department

Department of Psychology

LCSH

Middle school students--Psychology||Middle school students--Social networks||Social psychology||Educational psychology

Abstract

The present study investigated middle school students' perceptions of academic social support from siblings, parents, classmates, and close friends. The purpose of the current study was to develop a measure of academic social support. The relationship between academic social support was compared with global social support and overall level of functioning. The following measures were used to investigate the psychometric properties of the Child and Adolescent Social Support Scale-Academic: the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), the Behavioral Assessment System for Children, 2nd edition (BASC-2 SRP) (Reynolds & Kamphaus, 2004), and the Academic Competence Evaluation Scale (ACES; DiPerna & Elliott, 2000). The factor analysis supported the four factor structure of the CASSS-A overall. Evidence of internal consistency was strong for the entire measure and within each source subscale, as well as by gender and by grade. Evidence of content validity, construct validity, and convergent validity was strong, with one exception; evidence of construct validity of academic achievement was low. Results did not provide support for the matching hypothesis of academic social support.

Comments

Advisors: Christine Malecki.||Committee members: Michelle Demaray; Greg Waas.

Extent

134 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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