Social support as a buffer in the relationship between socioeconomic status and academic performance.

By Christine K. Malecki, Michelle Kilpatrick Demaray. 2006

413 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d67a713fcfa15a8fc47acd5623cdb49665b6bcf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Scott Huebner
2. Shannon M. Suldo
3. Lili Tian
4. D. Minch
5. Wang Liu
6. Timothy R. Konold
7. D. Cornell
8. Jie Mei

In Education

1. Ming-Te Wang
2. Timothy R. Konold
3. E. Scott Huebner
4. Shannon M. Suldo
5. Lili Tian
6. Jacquelynne S. Eccles
7. D. Cornell
8. Kathan D. Shukla

In Social Psychology

1. Shannon M. Suldo
2. E. Scott Huebner
3. Ming-Te Wang
4. Lili Tian
5. Wang Liu
6. D. Minch
7. Timothy R. Konold
8. Kathan D. Shukla

Citations in the corpus

• Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, background): “, parents, teachers) in elementary school (Chu et al. 2010; DuBois et al. 1992; Malecki and Demaray 2006), while they gain more social support from peers during the middle and high school years (Helsen et al.”
• The role of social support in adolescents: are you helping me or stressing me out? (2017, result): “The buffering effect of social support has been confirmed in adolescents fully (Brady, Dolcini, Harper, & Pollack, 2009; Decker, 2007; Malecki & Demaray, 2006; Shorey, Rhatigan, Fite, & Stuart, 2011; Wei, Zhang, & Xi, 2006; Yang et al., 2010) and partially (Auerbach, Bigda-Peyton, Eberhart, Webb, &…”
• Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “Research suggests that social support from teachers, peers, and parents can promote positive academic outcomes and prevent negative psychological outcomes during adolescence (Garnefski & Diekstra, 1996; Malecki & Demaray, 2007; Wang, Selman, Dishion, & Stormshak, 2010).”
• Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “Furthermore, a supportive climate can buffer the negative impact of poverty on academic achievement (Malecki & Demaray, 2006).”
• Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “Specifically, students who participate in the free and reduced price lunch program are likely to perform poorly in reading and math (Okpala, Smith, Jones, & Ellis, 2000), receive low scores on standardized tests (Caldas & Bankston, 1997), and report low overall GPA (Malecki & Demaray, 2006).”
• Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, methodology): “High internal consistency of the teacher support subscale is supported by a coefficient alpha of .92 (Malecki & Demaray, 2006).”