NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823567
Record Type: Journal
Publication Date: 2003
Pages: 19
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0279-6015
Perceptions of the Frequency and Importance of Social Support by Students Classified as Victims, Bullies, and Bully/Victims in an Urban Middle School
Demaray, Michelle Kilpatrick; Malecki, Christine Kerres
School Psychology Review, v32 n3 p471-489 2003
The present study examined the perceptions of the frequency and importance of social support for students classified as bullies, victims, bully-victims, and comparison students (nonbully/nonvictim). The sample included 499 sixth- through eighth-grade students from a predominantly Hispanic urban middle school. Students completed an anonymous survey that included 18 questions on both the receipt and provision of bullying behavior and were categorized into four groups (bully, victim, bully/victim, and comparison). Perceptions of both the frequency and importance of social support from parents, teachers, classmates, close friends, and the school were assessed via the Child and Adolescent Social Support Scale-Revised (CASSS-R; Malecki, Demaray, & Elliott, 2000). The goals of the current study were to (a) present descriptive data on bullying behavior; (b) investigate differences in the frequency and importance ratings of perceived social support by bully status (bully, victim, bully/victim, and comparison); and (c) investigate what sources of support were most related to victim, bully, bully/victim, and comparison students' scores. Significant differences were found among the four groups on both the frequency and importance of total social support and support from the various sources. Results and implications are discussed. (Contains 5 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A