Interdistrict Magnet High School Students' Perceived Social Support: An Exploratory Investigation

Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performanc...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	LaRocco, Diana J, Fitzgerald, Jessica
Format:	Report
Sprache:	eng
Schlagworte:	Adolescents African American Students Age Differences Asian American Students Friendship Gender Differences High School Students Hispanic American Students Magnet Schools Parent Child Relationship Parents Peer Relationship Racial Differences Social Support Groups Student Attitudes Teacher Student Relationship Teachers Urban Schools White Students
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performance (Rosenfeld, Richman, & Bowen, 2000; Demaray & Malecki, 2006). Yet, little is known about urban magnet high school students' perceived social support. Select results from a study in which the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliot, 2000) was administered to 319 students are presented in this paper. Students' reports of the frequency of support fell between most of the time and almost always (M = 250.20, SD = 47.17, n = 213). The perceived importance of support was between important and very important (M = 121.33, SD = 26.68, n = 198). (Contains 9 tables and 1 footnote.)