The relationship between social support and student adjustment: A longitudinal analysis

This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.     

The relationship of social support to physically abused children's adjustment

OBJECTIVE: This study had three main objectives: First, to assess physically abused children's perceptions of teacher, peer, and family support; second, to determine whether the levels of perceived support differ according to the person's social role; and third to assess which sources of social support show stronger associations with adjustment in a physically abused sample. METHOD: Perceived social support from teachers, families and peers was assessed in a sample of 37 physically abused children using a shortened version of the Survey of Children's Social Support (Dubow & Ullman, 1989). Child adjustment was indexed by child and parent reports of child depression, anxiety, and anger. RESULTS: Analyses indicated that the children rated their families, peers, and teachers highly as sources of social support, with families being rated as the most important source. Hierarchical multiple regression analyses indicated that perceived peer support was significantly negatively related to children's and parent's reports of children's depression and anxiety. Furthermore, perceived family support was significantly negatively associated with child reported depression. No significant relationships were found between perceived teacher support and symptomatology. CONCLUSIONS: Overall, the results suggest that peer and family support are particularly important for physically abused children's psychological functioning, particularly for internalizing problems.     

Toys and social interaction between infant peers

Claims that young infants fail to react in a social manner to one another and that toys preempt attention to peers were assessed by comparing the interactions observed between infant peers when they met in the presence of toys versus in their absence. 44 pairs of unacquainted infants (either 10--12 or 22--24 months of age) came with their mothers to an unfamiliar room. Without toys available in the room, infants of both ages more often contacted one another, smiled at and gestured to one another, and duplicated each other's actions. With toys, they showed and exchanged toys and spent more time synchronously manipulating similar play material. The results document that infants as young as 10 months of age are responsive to the person and behavior of an unfamiliar peer and that they are no less responsive than older infants to the social versus nonsocial aspects of a novel setting.     

Parenting daily hassles,child temperament,and social adjustment in preschool

The goal of this study was to explore the relations between child temperament, parenting daily hassles, and children’s social adjustment in preschool. The participants were 122 preschool children (M_age=48.59 months, SD=6.92). Parents completed measures of child temperament and parenting daily hassles. Preschool social adjustment was assessed through teacher ratings and behavioral observations. Among the results, parenting daily hassles predicted child externalizing problems beyond the contribution of child temperament characteristics. As well, child temperament interacted with parenting hassles in the prediction of adjustment outcomes. Results are discussed in terms of the complex inter-associations between child temperament and stress and their contributions to child social adjustment.     

大学生情绪智力与气质类型的关系

用情绪智力量表、气质量表研究了410名大学生的情绪智力和气质类型及其二者的关系。结果显示:男生在黏液质上的得分显著低于女大学生;不同气质类型大学生的情绪智力具有显著的差异,胆汁质和多血质得分越高的大学生,其情绪智力也越高。     

Linkages between delayed children's social interactions with mothers and peers

The social dimensions of family-peer linkages of 4- to 6-year-old children (N=63) with developmental delays (IQ range, 50-80) were examined in this study. Hierarchical regressions revealed consistent and meaningful patterns of association relating children's influence attempts directed toward their mothers and their interactions with peers. A similar association with peer interactions was found for children's ability to obtain compliance from their mothers. Evidence suggested the existence of a core behavioral pattern that children exhibit with different partners and in different contexts. The role of horizontal forms of parent-child interactions in promoting the peer relationships of children with delays was suggested, particularly in terms of an intervention approach for this group of children.     

论言语交际与社会生活的关系

言语交际是加强精神文明建设的基础和保证 ,是建立人际关系的通途与桥梁 ,在社会生活中起着重要作用。要建立祥和、真诚的人际关系 ,要推动社会主义精神文明建设的深入发展 ,我们每个公民就应该都讲究言语艺术 ,讲究言语之美。     

The relationship between social presence and online privacy

Online privacy may critically impact social presence in an online learning environment. This study examined how online privacy affects social presence in online learning environments and whether e-mail, bulletin board, and real-time discussion affect online privacy. Mixed methods were used to examine the relationship between social presence and privacy. The participants rated computer-mediated communication (CMC) with a high degree of social presence, but the quantitative correlation between social presence and privacy failed to reach significance. Participants shared personal information on CMC knowing that it was risky because the medium lacked security despite the perceived high levels of social presence. This contradictional phenomenon can be explained as “risk-taking” behavior. Among three CMC systems, e-mail was ranked as the most private and followed by one-to-one real-time discussion, then many-to-many real-time discussion. Bulletin board was considered to afford the least privacy.     

论社会组织与政府协同关系的建立和发展

建立社会组织与基层政府之间的协同关系是市场经济条件下我国社会管理创新的必然要求,它既利于政府又利于社会组织。政府与社会组织之间既存在分离关系又存在互补关系,而互补性是二者建立协同关系的基础,协同是高度科层化的政府机构和扁平化的社会组织之间的功能性互动。协同管理通过承认机制的运行发挥作用,这一过程包括信任关系的建立、政府授权行为、制度化的互惠规范和社会组织网络良性运行能力。对于社会组织而言,加强自身建设能力,积极主动地同政府沟通,采取社区策划模式、社区发展模式帮助地方基层政府做好社区服务和管理是积极主动地建立和发展制度化的互惠规范、形成良性互动、促进协同关系可持续发展的有效途径。     

Increasing social interaction between an isolate first grader and cross-cultural peers

Positive social interactions between an isolate, white first grader and socially active, Indian first graders were experimentally increased. The procedure involved three five-minute observation periods, approximately one-third of which were followed by brief feedback statements, and one 30-second feedback period a day, which consisted of brief instructions plus delivery of a tangible reinforcer contingent upon positive social interaction. Results of a multiple baseline design across three supervised, unstructured settings showed that the child's rate of positive social interaction increased to above that of the Indian peer recommended as the highest-rate interactor by the teacher. The increase in behavior maintained across a period of six months.     

浅谈气质与身心健康

人类不同的情绪可能诱发不同的疾病,要维护自己的身心健康,只有避免紧张和负性的情绪,通过适当的活动,主动地调节自己的情绪状态,才能达到保健的目的.     

论教育空间与社会空间

文章基于“空间的生产”理论,阐述了教育空间与社会空间之间的辩证关系：1.在社会维上,教育空间由政治、经济、文化等社会要素经“再空间化”而塑造,即教育空间的社会塑造;2.业经“再空间化”而形成的,作为社会空间核心要素之一的教育空间,对社会空间的再生产具有重要影响,即教育空间的社会空间生产。具有要素和地域层级关系的教育空间在实体层面上形成“教育综合体”,“教育综合体”与社会要素的关系在“行动者网络理论”中可以表现为事物之间的“无缝之网”关系,即聚焦于教育活动的“消除教育”与社会二元界限的“教育—社会”关系。     

The relationship between quality of infant-mother attachment and infant competence in initial encounters with peers.

18-month-old infants and their mothers were observed in the Ainsworth strange situation (SS) in order that security of attachment might be assessed. Infant dyads were created for observation in unstructured peer interaction according to their SS classification (security of attachment). Focus was on the subgroups within the securely attached (B) category. Results indicated a relationship between quality of infant-mother attachment and infant peer competence. The B1 and B2 infants engaged in more frequent and more sophisticated interaction with peers than did the B3 and B4 infants, who intensely sought proximity and contact with their mothers in the peer session just as in the SS. The B1 and B2 infants engaged in more distal interaction with their mothers and were more sociable with the peers' mothers and with the stranger in the SS. Implications of individual differences in quality of attachment for the development of social competence and social relationships are discussed.     

The relationship between social behavior and self-concept in school settings

The relationship between social behavior, as measured by the School Social Behavior Scales (SSBS), and self-concept, as measured by the Self-Perception Profile for Children (SPPC), was studied. Subjects included 41 public school students in Grades 5 and 6. These subjects were rated on the SSBS by their classroom teachers and also completed the SPPC as a self-report measure. A number of significant positive relationships were found between the Social Competence scores of the SSBS and the SPPC self-concept scores. Relationships between the Problem Behavior scores of the SSBS and the SPPC scores were extremely weak, and none of the obtained coefficients was statistically significant. The pattern of associations identified through this investigation provides support for the criterion-related validity of both the SSBS and SPPC, and raises some interesting questions regarding the relationship between social behavior and self-concept in children.