What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

By Christine K. Malecki, Michelle Kilpatrick Demaray. 2003

786 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a0eb5fa7d9345e150b3c6a46a7e7fe4bea300276

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In Clinical Psychology

In Education

Citations in the corpus

The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “One way that researchers might make differentiations within the construct of reading support is by drawing on the broader literature concerning typologies of social support ( Malecki and Demaray 2003; Robinson 1995; Tardy 1985).”
Middle managers' uncertainty management during organizational change (2006, background): “When looking for evidence of the three types of support during pre-implementation (i.e. informational, appraisal, and instrumental; see Malecki and Demaray, 2003), only evidence for informational support was found.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “…of emotional engagement) were excluded because feelings and reactions to teachers are part of our independent variable (teacher–student relationships), and feelings and reactions to peers are typically considered predictors of engagement in literature (e.g., Malecki & Demaray, 2003; Wentzel, 1998).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “…classmates because feelings and reactions to teachers are part of our independent variable (TSRs) and feelings and reactions to peers are part of peer relationships, which are typically considered predictors of engagement in literature rather than outcomes (Malecki & Demaray, 2003; Wentzel, 1998).”
Perceptions of the Frequency and Importance of Social Support by Students Classified as Victims, Bullies, and Bully/Victims in an Urban Middle School (2003, methodology): “Test-retest reliability evidence has been demonstrated (without the School Subscale) for the Frequency scores with 8- to 10-week coefficients of .75 on the Overall Support score and .58 to .74 on the subscales (Malecki & Demaray, 2003).”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “Several types of support have been defined in previous studies (Cohen et al. 1985; Davis et al. 1998; Malecki and Demaray 2005), e.”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “…er an d is no t to be di ss em in at ed br oa dl y. started to recognize the differential role that this type of support might play in shaping students’ academic beliefs and behaviors (Federici & Skaalvik, 2014; Malecki & Demaray, 2003; Suldo, Friedrich, White, Farmer, Minch, & Michalowski, 2009).”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “Nonetheless, all types of parental social support have been positively related to students’ personal adjustment and overall well-being (Malecki & Demaray, 2003).”