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ERIC Number: EJ1117927
Record Type: Journal
Publication Date: 2016-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0829-5735
Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools
Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin
Canadian Journal of School Psychology, v31 n4 p279-289 Dec 2016
Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from boarding schools reported higher success in gaining autonomy from parents and forming romantic relationships than students from day schools. However, adolescents from day schools reported higher levels of peer-group integration than students from boarding schools. Compared with students from day schools, students from boarding schools perceived more support from their teachers, but less support from their parents. No difference in prosocial behaviour was found between the two groups. We conclude that some students from boarding schools need support in gaining access to a peer group. In addition, measures are suggested for promoting parental support of students from boarding schools.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire