The Experts below are selected from a list of 300 Experts worldwide ranked by ideXlab platform
Kristen Leblanc Farris - One of the best experts on this subject based on the ideXlab platform.
-
Young Adult and Parent Perceptions of Facilitation: Associations with Overparenting, Family Functioning, and Student Adjustment
Journal of Family Communication, 2018Co-Authors: Tricia J. Burke, Chris Segrin, Kristen Leblanc FarrisAbstract:ABSTRACTOverparenting occurs when parents engage in developmentally inappropriate involvement in their children’s lives. This topic is salient in the context of young adults attending college, as this developmental stage necessitates independent decision-making and Adjustment on the part of these Students. At the same time, the turbulence involved in this transition might engender parental interference and facilitation that could impact young adults’ Adjustment and perceived family functioning. This study used structural equation modeling to examine overparenting, perceived interference, facilitation, Student Adjustment, and family functioning in 302 parent–young adult dyads. Results indicated that overparenting was associated with facilitation, but not interference. Whereas this association was negative for young adults, it was positive for parents. This pattern was also reflected in the indirect effects of overparenting on Student Adjustment through young adults’ versus parents’ perceived facilitation. ...
Bethany L Brand - One of the best experts on this subject based on the ideXlab platform.
-
parental attachment separation individuation and college Student Adjustment a structural equation analysis of mediational effects
Journal of Counseling Psychology, 2004Co-Authors: Jonathan F Mattanah, Gregory R Hancock, Bethany L BrandAbstract:Secure parental attachment and healthy levels of separation-individuation have been consistently linked to greater college Student Adjustment. The present study proposes that the relation between parental attachment and college Adjustment is mediated by healthy separation-individuation. The authors gathered data on maternal and paternal attachment, separation-individuation, and 3 dimensions of college Adjustment in a sample of 404 college Students. Using structural equation modeling, results supported a model in which separation-individuation fully mediated the link between attachment and college Adjustment, for both men and women. Implications of these results are discussed for individuation-within-relatedness models of adolescent development and for counseling college Students in distress.
Christine Kerres Malecki - One of the best experts on this subject based on the ideXlab platform.
-
The Relationship Among Social Support, Victimization, and Student Adjustment in a Predominantly Latino Sample
Journal of School Violence, 2008Co-Authors: Christine Kerres Malecki, Michelle Kilpatrick Demaray, Lisa M. DavidsonAbstract:ABSTRACT The present study is a preliminary investigation of the potential mediating role in the relationship between levels of victimization and Students' Adjustment for a sample of urban, predominantly Latino middle school Students. A sample of 142 sixth through eighth grade Students completed self-report measures including: (a) the Child and Adolescent Social Support Scale, (b) the Behavior Assessment System for Children, Self Report of Personality, and (c) a victim questionnaire developed for the current study. The current study found evidence that social support played a mediating role in the relationship between victimization and Adjustment. Future research should continue to investigate the nature of this potential mediation and identify relevant intervention strategies to capitalize on the role of social support for children and adolescents who are victims of bullying in schools.
-
Gender differences in the relationship between perceived social support and Student Adjustment during early adolescence.
School Psychology Quarterly, 2008Co-Authors: Sandra Yu Rueger, Christine Kerres Malecki, Michelle Kilpatrick DemarayAbstract:The current study is an investigation of early adolescents' perceptions of social support from parents, teachers, classmates, and close friends, and how that support is related to measures of Students' Adjustment on a range of behavioral indices. Data were collected on a sample of 246 Students in Grades 6 through 8 using the Child and Adolescent Social Support Scale (CASSS), and the Parent Rating Scale of the Behavior Assessment System for Children (BASC-PRS). Analyses using the social support subscale scores (Parent, Teacher, Classmate, and Close Friend) replicated past research in finding gender differences on mean levels of perceived social support, with girls perceiving higher levels of classmate and close friend support than boys. In addition, girls reported significantly more support from close friends than any other source, whereas boys reported significantly less support from classmates than any other source. Finally, results demonstrated gender differences in the relationship between social support and several indices of Student Adjustment, and provided evidence for the importance of considering gender differences in planning future research related to social support.
-
The Relationship between Social Support and Student Adjustment: A Longitudinal Analysis.
Psychology in the Schools, 2005Co-Authors: Michelle Kilpatrick Demaray, Christine Kerres Malecki, Lisa M. Davidson, Kelly K. Hodgson, P. Jacob RebusAbstract:This study is an examination of the relationship of perceived social support and adolescents' Adjustment behaviors over time. The sample (n = 82) included Students from two at-risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and Student Adjustment behaviors over time. Specifically, support from parents was related to clinical malAdjustment and emotional symptoms one year later. In fact, parent support was still related to clinical malAdjustment one year later even after Students' earlier levels of clinical malAdjustment were taken into account. Parent support was also related to personal Adjustment in the short term (6 months). Classmate support was related to Students' emotional symptoms one year later. Finally, school support was related to school malAdjustment one year later even after Students' earlier school malAdjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.
-
what type of support do they need investigating Student Adjustment as related to emotional informational appraisal and instrumental support
School Psychology Quarterly, 2003Co-Authors: Christine Kerres Malecki, Michelle Kilpatrick DemarayAbstract:Despite the availability of conceptual frameworks for examining types of social support, the majority of studies in the literature measure global social support and do not examine specific types of support. Thus, the present study asked: (a) What types of support (e.g., emotional, informational, appraisal, and instrumental) do Students most often perceive from each of the sources of support (e.g., parents, teachers, classmates, and close friends)? and (b) Are certain types of social support more related to Students’ social, behavioral, and academic outcomes? Preliminary analyses were also conducted to investigate the psychometric properties of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and gender differences in perceptions of types of support. Participants included 263 Students in Grades 5 through 8 and data were collected using the CASSS, the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), and the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1998). Results found that although early adolescent boys and girls perceive similar levels of all types of support from their parents and teachers, girls perceive more support of most types from classmates and friends. Furthermore, emotional and informational support were the most highly reported type of support from parents, informational support was most highly reported from teachers, and emotional and instrumental support scores were reported highest from classmates and close friends. Supportive behaviors from parents contributed to Students’ personal Adjustment. Emotional support perceived from teachers was a significant and sole individual predictor of Students’ social skills and academic competence. Finally, supportive behaviors from teachers also predicted Students’ school malAdjustment.
-
critical levels of perceived social support associated with Student Adjustment
School Psychology Quarterly, 2002Co-Authors: Michelle Kilpatrick Demaray, Christine Kerres MaleckiAbstract:The primary goals of this study were to (a) investigate the relationships among Students’ perceived social support and a wide range of academic, behavioral, and social indicators; and (b) determine critical levels of perceived social support associated with these academic, behavioral, and social indicators. This study consisted of data from a total of 1,711 Students (n = 856 males and n = 855 females) in Grades 3 through 12 from seven states. The primary instruments used to collect data were the Child and Adolescent Social Support Scale (Malecki, Demaray, Elliott, & Nolten, 1999), the Social Skills Rating System (Gresham & Elliott, 1990), the Student Self-Concept Scale (Gresham, Elliott, & EvansFernandez, 1993), and the Behavior Assessment System for Children (Reynolds & Kamphaus, 1998). Significant, positive relationships among perceived social support and a variety of positive indicators (e.g., social skills, self-concept, and adaptive skills) were found. In addition, significant, negative relationships among perceived social support and a variety of problematic behavioral indicators (e.g., internalizing and externalizing behaviors) were found. Students were categorized as having low (bottom 25%), average (middle 50%), and high (top 25%) levels of perceived social support. Students with low perceived support obtained significantly higher scores on problematic behavior indicators (e.g., internalizing and externalizing behaviors) and significantly lower scores on positive behavior indicators (e.g., teacher-reported social skills, self-concept, adaptive skills) than Students with average or high perceived support. Only Student-rated social skills and selfconcept were significantly higher for the high versus the average level of perceived support. These results are followed by a discussion of the importance of varying levels (low, average, high) of perceived social support in Students’ lives. Implications of the findings of this study for school psychologists are discussed. The main goals of the current study were to (a) investigate the relationships among perceived social support and a broad-range of academic, behavioral, and social indicators that are important to the overall Adjustment of Students in
Michelle Kilpatrick Demaray - One of the best experts on this subject based on the ideXlab platform.
-
The Relationship Among Social Support, Victimization, and Student Adjustment in a Predominantly Latino Sample
Journal of School Violence, 2008Co-Authors: Christine Kerres Malecki, Michelle Kilpatrick Demaray, Lisa M. DavidsonAbstract:ABSTRACT The present study is a preliminary investigation of the potential mediating role in the relationship between levels of victimization and Students' Adjustment for a sample of urban, predominantly Latino middle school Students. A sample of 142 sixth through eighth grade Students completed self-report measures including: (a) the Child and Adolescent Social Support Scale, (b) the Behavior Assessment System for Children, Self Report of Personality, and (c) a victim questionnaire developed for the current study. The current study found evidence that social support played a mediating role in the relationship between victimization and Adjustment. Future research should continue to investigate the nature of this potential mediation and identify relevant intervention strategies to capitalize on the role of social support for children and adolescents who are victims of bullying in schools.
-
Gender differences in the relationship between perceived social support and Student Adjustment during early adolescence.
School Psychology Quarterly, 2008Co-Authors: Sandra Yu Rueger, Christine Kerres Malecki, Michelle Kilpatrick DemarayAbstract:The current study is an investigation of early adolescents' perceptions of social support from parents, teachers, classmates, and close friends, and how that support is related to measures of Students' Adjustment on a range of behavioral indices. Data were collected on a sample of 246 Students in Grades 6 through 8 using the Child and Adolescent Social Support Scale (CASSS), and the Parent Rating Scale of the Behavior Assessment System for Children (BASC-PRS). Analyses using the social support subscale scores (Parent, Teacher, Classmate, and Close Friend) replicated past research in finding gender differences on mean levels of perceived social support, with girls perceiving higher levels of classmate and close friend support than boys. In addition, girls reported significantly more support from close friends than any other source, whereas boys reported significantly less support from classmates than any other source. Finally, results demonstrated gender differences in the relationship between social support and several indices of Student Adjustment, and provided evidence for the importance of considering gender differences in planning future research related to social support.
-
The Relationship between Social Support and Student Adjustment: A Longitudinal Analysis.
Psychology in the Schools, 2005Co-Authors: Michelle Kilpatrick Demaray, Christine Kerres Malecki, Lisa M. Davidson, Kelly K. Hodgson, P. Jacob RebusAbstract:This study is an examination of the relationship of perceived social support and adolescents' Adjustment behaviors over time. The sample (n = 82) included Students from two at-risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and Student Adjustment behaviors over time. Specifically, support from parents was related to clinical malAdjustment and emotional symptoms one year later. In fact, parent support was still related to clinical malAdjustment one year later even after Students' earlier levels of clinical malAdjustment were taken into account. Parent support was also related to personal Adjustment in the short term (6 months). Classmate support was related to Students' emotional symptoms one year later. Finally, school support was related to school malAdjustment one year later even after Students' earlier school malAdjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.
-
what type of support do they need investigating Student Adjustment as related to emotional informational appraisal and instrumental support
School Psychology Quarterly, 2003Co-Authors: Christine Kerres Malecki, Michelle Kilpatrick DemarayAbstract:Despite the availability of conceptual frameworks for examining types of social support, the majority of studies in the literature measure global social support and do not examine specific types of support. Thus, the present study asked: (a) What types of support (e.g., emotional, informational, appraisal, and instrumental) do Students most often perceive from each of the sources of support (e.g., parents, teachers, classmates, and close friends)? and (b) Are certain types of social support more related to Students’ social, behavioral, and academic outcomes? Preliminary analyses were also conducted to investigate the psychometric properties of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and gender differences in perceptions of types of support. Participants included 263 Students in Grades 5 through 8 and data were collected using the CASSS, the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), and the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1998). Results found that although early adolescent boys and girls perceive similar levels of all types of support from their parents and teachers, girls perceive more support of most types from classmates and friends. Furthermore, emotional and informational support were the most highly reported type of support from parents, informational support was most highly reported from teachers, and emotional and instrumental support scores were reported highest from classmates and close friends. Supportive behaviors from parents contributed to Students’ personal Adjustment. Emotional support perceived from teachers was a significant and sole individual predictor of Students’ social skills and academic competence. Finally, supportive behaviors from teachers also predicted Students’ school malAdjustment.
-
critical levels of perceived social support associated with Student Adjustment
School Psychology Quarterly, 2002Co-Authors: Michelle Kilpatrick Demaray, Christine Kerres MaleckiAbstract:The primary goals of this study were to (a) investigate the relationships among Students’ perceived social support and a wide range of academic, behavioral, and social indicators; and (b) determine critical levels of perceived social support associated with these academic, behavioral, and social indicators. This study consisted of data from a total of 1,711 Students (n = 856 males and n = 855 females) in Grades 3 through 12 from seven states. The primary instruments used to collect data were the Child and Adolescent Social Support Scale (Malecki, Demaray, Elliott, & Nolten, 1999), the Social Skills Rating System (Gresham & Elliott, 1990), the Student Self-Concept Scale (Gresham, Elliott, & EvansFernandez, 1993), and the Behavior Assessment System for Children (Reynolds & Kamphaus, 1998). Significant, positive relationships among perceived social support and a variety of positive indicators (e.g., social skills, self-concept, and adaptive skills) were found. In addition, significant, negative relationships among perceived social support and a variety of problematic behavioral indicators (e.g., internalizing and externalizing behaviors) were found. Students were categorized as having low (bottom 25%), average (middle 50%), and high (top 25%) levels of perceived social support. Students with low perceived support obtained significantly higher scores on problematic behavior indicators (e.g., internalizing and externalizing behaviors) and significantly lower scores on positive behavior indicators (e.g., teacher-reported social skills, self-concept, adaptive skills) than Students with average or high perceived support. Only Student-rated social skills and selfconcept were significantly higher for the high versus the average level of perceived support. These results are followed by a discussion of the importance of varying levels (low, average, high) of perceived social support in Students’ lives. Implications of the findings of this study for school psychologists are discussed. The main goals of the current study were to (a) investigate the relationships among perceived social support and a broad-range of academic, behavioral, and social indicators that are important to the overall Adjustment of Students in
Kathryn R. Wentzel - One of the best experts on this subject based on the ideXlab platform.
-
Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence
Child development, 2002Co-Authors: Kathryn R. WentzelAbstract:This study examined the utility of parent socialization models for understanding teachers' influence on Student Adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student Adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in Student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of Students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to Student outcomes were the same for African American and European American Students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.
