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ERIC Number: ED360075
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
Social Support and School Adjustment in Japanese Elementary School Children.
Kojima, Hideo; Miyakawa, Juji
This poster presentation examined the structure of Japanese elementary school children's social support systems to demonstrate how they are related to: (1) academic achievement; (2) teacher evaluations; and (3) the children's own sense of self-esteem. A total of 91 fifth and sixth graders, along with their teachers, were interviewed and surveyed. Data on the children's intelligence test scores, grade point averages, teacher ratings, and attendance records were obtained. Results indicated that peers and close family members were the main providers of social support, while the support provided by teachers and relatives was limited. Boys with low support from their fathers generally had low levels of self-esteem, high levels of feelings of isolation in the classroom, and ranked low in academic achievement and teacher's ratings. For girls, low support from their fathers was correlated with feelings of isolation, while low support from their mothers was correlated with low teacher ratings. Peer support within the classroom tended to be almost entirely gender-exclusive, while grade point averages and teacher ratings were positively correlated with children's self-esteem. These results point to the need for more investigation into children's social support networks and the negative influence of the lack of paternal support. (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan