Return to References: Social Supports factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Child and Adolescent Social Support Scale (CASSS): (Malecki, Demaray, & Elliott, 2000): Assessment of a student's perceived Social Supports from parents, teachers, classmates, and school for students in third to twelfth grades
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Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.
Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity-related behaviors of youth: A review. Health Education & Behavior, 37(5), 621-644.
Benzi, I. M. A., Gallus, S., Santoro, E., & Barone, L. (2023). Psychosocial determinants of sleep difficulties in adolescence: the role of perceived support from family, peers, and school in an Italian HBSC sample. European Journal of Pediatrics, 182(6), 2625-2634.
Bethell, C. D., Gombojav, N., & Whitaker, R. C. (2019). Family resilience and connection promote flourishing among US children, even amid adversity. Health Affairs, 38(5), 729-737.
Bokhorst, C. L., Sumter, S. R., & Westenberg, P. M. (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is perceived as most supportive?. Social Development, 19(2), 417-426.
Butler‐Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. (2018). Promoting resilience among African American girls: Racial identity as a protective factor. Child Development, 89(6), e552-e571.
Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students' emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of youth and adolescence, 41, 1409-1425.
Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624-645.
Cochrane, G. M., Marella, M., Keeffe, J. E., & Lamoureux, E. L. (2011). The Impact of Vision Impairment for Children (IVI_C): validation of a vision-specific pediatric quality-of-life questionnaire using Rasch analysis Investigative Ophthalmology & Visual Science, 52(3), 1632-1640.
Csikszentmihalyi, M., Routledge, R., Gute, G., Gute, D. S., Nakamura, J., & Csikszentmihalyi, M. (2014). The early lives of highly creative persons: The influence of the complex family. The Systems Model of Creativity: The Collected Works of Mihaly Csikszentmihalyi, 293-317.
Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213.
Duru, E., & Balkis, M. (2018). Exposure to school violence at school and mental health of victimized adolescents: The mediation role of social support. Child Abuse & Neglect, 76, 342-352.
El‐Sheikh, M., & Kelly, R. J. (2017). Family functioning and children's sleep. Child Development Perspectives, 11(4), 264-269.
Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346.
Fu, W., Wang, C., Chai, H., & Xue, R. (2022). Examining the relationship of empathy, social support, and prosocial behavior of adolescents in China: A structural equation modeling approach. Humanities and Social Sciences Communications, 9(1), 1-8.
Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of nervous and mental disease, 194(3), 201-208.
Griffith, J. M., & Hankin, B. L. (2021). Affective benefits of parental engagement with adolescent positive daily life experiences. Journal of Youth and Adolescence, 50, 2036-2051.
Henry, F. M., Reed, V. A., & McAllister, L. L. (1995). Adolescents' perceptions of the relative importance of selected communication skills in their positive peer relationships. Language, Speech, and Hearing Services in Schools, 26(3), 263-272.
Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27.
Holt, M. K., & L. Espelage, D. (2007). Perceived social support among bullies, victims, and bully-victims. Journal of Youth and Adolescence, 36, 984-994.
Jensen, T. K., Gulbrandsen, W., Mossige, S., Reichelt, S., & Tjersland, O. A. (2005). Reporting possible sexual abuse: A qualitative study on children's perspectives and the context for disclosure. Child Abuse & Neglect, 29(12), 1395-1413.
Johnson, D. W., & Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. Building academic success on social and emotional learning: What does the research say, 40-58.
Johnson, K. F. (2013). The cumulative effect of hyperactivity and peer relationships on reading comprehension. Journal of Education and Training Studies, 2(1), 98-102.
Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.
Lee, D. B., Assari, S., Miller, A. L., Hsieh, H. F., Heinze, J. E., & Zimmerman, M. A. (2019). Positive parenting moderates the effect of socioeconomic status on executive functioning: a three-generation approach. Journal of Child and Family Studies, 28, 1878-1885.
Liang, Q., Niu, W., Cheng, L., & Qin, K. (2022). Creativity Outside School: The Influence of Family Background, Perceived Parenting, and After‐school Activity on Creativity. The Journal of Creative Behavior, 56(1), 138-157.
Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375-395.
Malecki, C. K., & Elliott, S. N. (1999). Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473-483.
Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.
Malecki, C. K., Demaray, M. K., Elliott, S. N., & Nolten, P. W. (2000). Child and adolescent social support scale. Psychology in the Schools.
Mo, Y., & Singh, K. (2008). Parents' relationships and involvement: Effects on students' school engagement and performance. RMLE online, 31(10), 1-11.
Moran, S., Bundick, M. J., Malin, H., & Reilly, T. S. (2013). How supportive of their specific purposes do youth believe their family and friends are?. Journal of Adolescent Research, 28(3), 348-377.
Needham, B. L., & Austin, E. L. (2010). Sexual orientation, parental support, and health during the transition to young adulthood. Journal of Youth and Adolescence, 39, 1189-1198.
Oravecz, L. M., Koblinsky, S. A., & Randolph, S. M. (2008). Community violence, interpartner conflict, parenting, and social support as predictors of the social competence of African American preschool children. Journal of Black Psychology, 34(2), 192-216.
Paine, M. L., & Hansen, D. J. (2002). Factors influencing children to self-disclose sexual abuse. Clinical Psychology Review, 22(2), 271-295.
Park, S. M. (2013). Immigrant students' heritage language and cultural identity maintenance in multilingual and multicultural societies. Concordia Working Papers in Applied Linguistics, 4, 30-53.
Richardson, B. L., Macon, T. A., Mustafaa, F. N., Bogan, E. D., Cole-Lewis, Y., & Chavous, T. M. (2015). Associations of racial discrimination and parental discrimination coping messages with African American adolescent racial identity. Journal of Youth and Adolescence, 44, 1301-1317.
Rothon, C., Head, J., Klineberg, E., & Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London. Journal of Adolescence, 34(3), 579-588.
Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the dynamic indicators for basic early literacy skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35(3), 341-355.
Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2008). Gender differences in the relationship between perceived social support and student adjustment during early adolescence. School Psychology Quarterly, 23(4), 496-514.
Sen, R. S., & Sharma, N. (2013). The familial context of creativity: Patterns of nurturance in families of creative children. Psychological Studies, 58, 374-385.
Simons, L., Schrager, S. M., Clark, L. F., Belzer, M., & Olson, J. (2013). Parental support and mental health among transgender adolescents. Journal of Adolescent Health, 53(6), 791-793.
Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.
Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.
Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement. Journal of Educational Psychology, 107(3), 821.
Stumblingbear-Riddle, G., & Romans, J. S. (2012). Resilience among urban American Indian adolescents: exploration into the role of culture, self-esteem, subjective well-being, and social support. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, 19(2), 1-19.
Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children's 5th grade academic skills. Applied Developmental Science, 23(2), 153-169.
Tsai, K. M., Dahl, R. E., Irwin, M. R., Bower, J. E., McCreath, H., Seeman, T. E., ... & Fuligni, A. J. (2018). The roles of parental support and family stress in adolescent sleep. Child Development, 89(5), 1577-1588.
Yao, Z. (2023). The influence of social support on low-income adolescents' prosocial behavior: the mediating role of social goals. Children and Youth Services Review, 107201.
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168.