Tennant Jaclyn E, Demaray Michelle K, Malecki Christine K, Terry Melissa N, Clary Michael, Elzinga Nathan
Department of Psychology.
Sch Psychol Q. 2015 Dec;30(4):494-512. doi: 10.1037/spq0000106. Epub 2014 Dec 22.
Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.
我们使用儿童与青少年社会支持量表（CASSS；Malecki、Demaray和Elliott，2000年）、爱荷华基本技能测试（ITBS）和学校记录，以及儿童行为评估量表第二版青少年版（BASC - 2 SRP - A；Reynolds和Kamphaus，2004年），从796名七年级和八年级中学生样本中收集了有关学生对教师社会支持、学业功能和社会情感功能的看法的数据。本研究的目的是探讨在对不同类型教师支持的频率和重要性的看法以及相关的学业和社会情感结果方面可能存在的性别差异。女孩对情感支持和评价支持的评分比男孩更高。教师情感支持与男孩和女孩的平均绩点（GPA）均显著正相关。仅对于女孩而言，情感支持和信息支持与ITBS阅读成绩显著相关，情感支持、信息支持和工具性支持与ITBS数学成绩显著相关。关于社会情感变量，情感支持与学校问题、内化问题、注意力不集中/多动以及总体情感症状均显著负相关，与男孩和女孩的个人适应均显著正相关。此外，教师的情感支持与女孩的注意力不集中/多动的相关性比男孩更强。这些结果强调了向青春期早期的学生提供教师社会支持，尤其是情感支持，并认识到特定类型教师支持功能中的性别差异的重要性。
