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Social support trajectories and school outcomes among urban, elementary aged youth
Descriptive
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Title
Social support trajectories and school outcomes among urban, elementary aged youth
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Klein
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Dena A.
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Dena A. Klein
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author
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Elias
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Maurice
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Advisory Committee
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Maurice J Elias
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chair
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Karlin
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Robert
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Advisory Committee
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Robert A Karlin
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internal member
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Bry
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Brenna
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Advisory Committee
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Brenna H Bry
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internal member
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Demaray
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Michelle
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Advisory Committee
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Michelle Demaray
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outside member
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Rutgers University
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Graduate School - New Brunswick
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theses
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2008
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2008-05
Language
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English
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electronic
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Extent
vii, 97 pages
Abstract
The purpose of this study was to investigate the nature of social support trajectories among urban children during a one-year period and to determine whether these trajectories are associated with school-related adjustment. Conceptualizing support in this way provides important information about the developmental course of disadvantaged children that may not be obtained by analyses examining average changes in support over time. Participants included 402 students attending six elementary schools in an urban, low-economic school district. Students provided ratings of perceived social support from their family, teacher and peers during the fall and spring semesters of 2nd grade. Teacher ratings of academic competence, grades, and attendance records were collected during the fall and spring of 2nd grade and the spring of 3rd grade. Results indicated that although the majority of participants experienced consistent levels of ongoing perceived support, a substantial portion experienced categorically defined changes in support (i.e., support growth or decay). Membership in these trajectories was not related to gender, ethnicity, or socioeconomic status. Planned comparisons indicated that there were no significant differences in school outcomes for any of the family support trajectories. However, when teacher, peer, and cumulative support trajectories were examined, several significant differences emerged. Children who perceived highly supportive relationships at the beginning of the year, followed by decay, demonstrated academic advantages when compared to children who perceived consistently low support. Further, early deficits in supportive relationships were associated with academic disadvantages that persisted, despite support growth. Results also indicated that children who perceived relative support constancy had better school outcomes compared to those who perceived relative growth or decay in support. Together, these findings suggest that children's history of support is associated with a level of academic competence and achievement that endures, at least for a short time, even when supportive resources change. This has important theoretical and practice implications for young children in urban contexts.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 91-95).
Subject
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Topic
Psychology
Subject
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Topic
Student adjustment
Subject
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Topic
Adjustment (Psychology) in children
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17338
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ETD_767
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doi:10.7282/T3K35V0N
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Copyright protected
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Open
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Name
Dena Klein
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Statistical Profile