Critical levels of perceived social support associated with student adjustment.

The primary goals of this study were to (a) investigate the relationships among students’ perceived social support and a wide range of academic, behavioral, and social indicators; and (b) determine critical levels of perceived social support associated with these academic, behavioral, and social indicators. This study consisted of data from a total of 1,711 students (n = 856 males and n = 855 females) in Grades 3 through 12 from seven states. The primary instruments used to collect data were the Child and Adolescent Social Support Scale (Malecki, Demaray, Elliott, & Nolten, 1999), the Social Skills Rating System (Gresham & Elliott, 1990), the Student Self-Concept Scale (Gresham, Elliott, & EvansFernandez, 1993), and the Behavior Assessment System for Children (Reynolds & Kamphaus, 1998). Significant, positive relationships among perceived social support and a variety of positive indicators (e.g., social skills, self-concept, and adaptive skills) were found. In addition, significant, negative relationships among perceived social support and a variety of problematic behavioral indicators (e.g., internalizing and externalizing behaviors) were found. Students were categorized as having low (bottom 25%), average (middle 50%), and high (top 25%) levels of perceived social support. Students with low perceived support obtained significantly higher scores on problematic behavior indicators (e.g., internalizing and externalizing behaviors) and significantly lower scores on positive behavior indicators (e.g., teacher-reported social skills, self-concept, adaptive skills) than students with average or high perceived support. Only student-rated social skills and selfconcept were significantly higher for the high versus the average level of perceived support. These results are followed by a discussion of the importance of varying levels (low, average, high) of perceived social support in students’ lives. Implications of the findings of this study for school psychologists are discussed. The main goals of the current study were to (a) investigate the relationships among perceived social support and a broad-range of academic, behavioral, and social indicators that are important to the overall adjustment of students in