Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa T...

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Published in:School psychology quarterly Vol. 30; no. 4; pp. 494 - 512
Main Authors: Tennant, Jaclyn E., Demaray, Michelle K., Malecki, Christine K., Terry, Melissa N., Clary, Michael, Elzinga, Nathan
Format: Journal Article
Language:English
Published: United States Educational Publishing Foundation 01-12-2015
American Psychological Association
Guilford Publications
Subjects:
Academic Achievement
Achievement Tests
Adolescent
Adolescents
Attention Control
Basic Skills
Behavior Assessment System for Children
Behavior Problems
Child
Correlation
Early Adolescents
Educational psychology
Emotional Adjustment
Emotional Development
Emotions
Female
Females
Gender Differences
Grade 8
Grade Point Average
Human
Human Sex Differences
Humans
Hyperactivity
Interpersonal Relations
Iowa Tests of Basic Skills
Male
Males
Mathematics Tests
Measures (Individuals)
Middle School Students
Middle Schools
Perception
Perceptions
Personal Satisfaction
Rating
Reading Tests
Regression (Statistics)
School Teachers
Schools
Scores
Social Adjustment
Social Support
Social Support Groups
Standardized Tests
Statistical Analysis
Student Attitudes
Students - psychology
Symptoms (Individual Disorders)
Teacher Student Relationship
Teachers
United States (Midwest)
Well Being
social support
teacher support
academic functioning
social-emotional well-being
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Summary:Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.
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ISSN:1045-3830
2578-4218
1939-1560
2578-4226
DOI:10.1037/spq0000106