The Relationship between Perceived Social Support and Maladjustment for Students at Risk.

By Michelle Kilpatrick Demaray, Christine K. Malecki. 2002

395 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2be06c317549b0c9af67ea798f468891e1cd168f

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In Clinical Psychology

In Education

Citations in the corpus

Relación entre el clima familiar y el clima escolar: el rol de la empatía, la actitud hacia la autoridad y la conducta violenta en la adolescencia (2009, background): “…en los hijos que resultan fundamentales para la interacción social, tales como la capacidad de identificar soluciones no violentas a problemas interpersonales (Demaray y Malecki, 2002; Lambert y Cashwell, 2003) o la capacidad empática (Eisenberg-Berg y Mussen, 1978; Henry, Sager y Plunkett, 1996).”
The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, background): “Studies have also found that students who feel unsupported by teachers and classmates are more likely to engage in misbehavior (Demaray & Malecki, 2002; Malecki & Demaray, 2003).”
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. (2008, neutral): “But Demaray and Malecki (2002) did not find a similar relationship in their study of urban, Hispanic middle school students, although peer support was a significant, positive predictor of behavioral adjustment and had a positive impact on students’ self esteem.”
Suicide Prevention Programs in the Schools: A Review and Public Health Perspective (2009, background): “Similarly, developing programs designed to enhance students’ perceived social support (Demaray & Malecki, 2002) and school connectedness (Appleton, Christenson, & Furlong, 2008) may promote their sense of belongingness, a potentially important protective factor that may decrease suicide risk…”
Aggressive and nonaggressive rejected students : An analysis of their differences (2006, background): “…that problems in family functioning are closely linked to later peer acceptance at school (Gaylord et al., 2003; Gifford-Smith & Brownell, 2003; Steinberg & Morris, 2001; Woodward & Fergusson, 1999) and aggression (Demaray & Malecki, 2002; Herrero et al., in press; Lopez & Dubois, 2005).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “A primary underlying reason for problematic behavior in youth is the lack of adequate, sustained relationships with caring and concerned adult mentors during late childhood through the adolescent years (Demaray & Malecki, 2002).”
Perceptions of the Frequency and Importance of Social Support by Students Classified as Victims, Bullies, and Bully/Victims in an Urban Middle School (2003, background): “Factor analyses on the frequency scores have revealed a clear five factor structure corresponding to five subscale scores (Parent, Teacher, Classmate, Close Friend, and School) with no dual-loading items and factor loadings ranging from .52 to .81 (Demaray & Malecki, 2002b).”
Exploring the Relationships Between Different Types of Facebook Use, Perceived Online Social Support, and Adolescents’ Depressed Mood (2016, background): “Third, while SNS use (e.g., McAndrew & Jeong, 2012), level of perceived social support (e.g., Demaray & Malecki, 2002), and risk to develop a depressed mood (e.g., Angold et al., 2002) have been shown to vary according to gender, no study has yet examined whether these concepts relate differently…”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “…152 p – – .18 – – – Crosnoe et al. 2004 12,095 s – – .23 – – – Daly et al. 2009 123 s .29 – – – – – Daniels et al. 2001 66 p .29 – – – – – Davidson et al. 2010 383 s .22 – .27 – – .16 Davis 2001 82 p – – −.03 – – – Davis et al. 2010 333 s – – .18 – – – Davis & Lease 2007 344 s .21 – .27 – – – de…”
What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support. (2003, background): “Similarly, Dubow and Ullman (1989) found that children reported that their mothers were a top provider of all types of support (e.”