The effects of gender, perceived social support and sociometric status on academic success

被引：19

作者：

Bahar, Huseyin Husnu ^{[1
]}

机构：

[1] Erzincan Univ, Fac Educ, TR-24030 Erzincan, Turkey

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

Perceived social support; sociometric status; gender; teacher education; academic success; ACHIEVEMENT; POPULARITY; SCHOOL; IMPACT;

D O I：

10.1016/j.sbspro.2010.03.593

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of present research is to detect whether gender and family, friend, perceived social support from someone special and sociometric status are meaningful predictors of academic success. 274 students enrolled in five different teacher training programs have participated in the research. In order to collect data, faculty records have been searched and besides "Multi Dimensional Perceived Social Support Scale" and "Sociometric Status" scales have been employed. It has been found out that gender, perceived familial support and sociometric status have predicted 15% of academic success. It has been concluded that perceived friend support and perceived social support from someone special do not predict academic success. (c) 2010 Elsevier Ltd. All rights reserved.

引用

页码：3801 / 3805

页数：5

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