NotesFAQContact Us
Search Tips
ERIC Number: ED526327
Record Type: Non-Journal
Publication Date: 2011
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-0588-6
A Comparison of General and Special Education High School Students in Transition: The Impact of Social Support on Student Outcomes
Jensen, Mira A.
ProQuest LLC, Ph.D. Dissertation, City University of New York
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Behavior Assessment System for Children