A comparison of general and special education high school students in transition: The impact of social support on student outcomes
Item
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Title
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A comparison of general and special education high school students in transition: The impact of social support on student outcomes
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Identifier
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d_2009_2013:e87a51c341b1:10744
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identifier
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10977
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Creator
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Jensen, Mira A,
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Contributor
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Georgiana Shick Tryon
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Special education | General Education | High School | Outcomes | Social Support | Students
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Abstract
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This dissertation study examined the differences between students in general education and in special education in their perceptions of the types of support they need from different sources during the transitions at the beginning and end of high school. Specifically, this study examined the role of social support in students' behavioral and academic functioning and their postsecondary-school aspirations. General and special education students in 9th and 12th grades (N = 89) completed (1) the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2004), (2) the Behavior Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004) and (3) a brief questionnaire on students' goals and aspirations after high school. Participants' test scores on regularly administered standardized achievement tests measured academic functioning. Overall, there was little variation among participants regarding their perceptions of social support, academic achievement or behavioral adjustment, and postsecondary goals and aspirations, regardless of their age, gender, or educational placement. Social support predicted one aspect of students' behavioral well-being (i.e., personal adjustment). The lack of significant findings may reflect study limitations, particularly sample limitations. Overall, the study's participants attend a school where most of the student body was performing well academically and exhibited behaviors (i.e., attendance) that are important for school success. The study's limitations, suggestions for future research, and implications for school psychologists are discussed.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
