ERIC Number: ED247477
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Social Support: Experimental Attempts to Understand Its Characteristics and Effects.
Sarason, Barbara R.; And Others
To examine the possible interaction of types of social support variables on individuals' reactions to the supportive intervention and its effects on performance, two studies were conducted. In the first study, 167 college students attempted to solve anagrams following initial failure at five unsolvable anagrams and participation in one of four treatment conditions: distraction, social interaction, social interaction-coping, and coping alone. Subjects also completed the Cognitive Interference Questionnaire (CIQ) and the Survey of Situational Support. An analysis of the results showed that the subjects who were provided with coping skills in a peer discussion setting performed significantly better than those who simply interacted with others or those who were provided with coping skills information alone. In the second study, 113 college students, divided by high and low negative life events (as assessed by the Life Experiences Survey of Sarason, Johnson & Siegel, 1978) and high and low social support (as indicated by the Social Support Questionnaire Satisfaction Score), completed Means Ends Problem Solving stories. Subjects received one of three types of instruction: control, support, and restricted support. Upon completion of the stories, subjects were administered the CIQ, and rated their performance and experimenter attitudes. An analysis of the results showed individuals who rated themselves as low in social support thought more about social situations or responded less automatically to them than those who rated themselves high in social support. These studies indicate that the performance of individuals who see themselves as high or low in perceived support is differentially affected by supportive interventions. (BL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Psychological Association (64th, Los Angeles, CA, April 5-8, 1984).