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Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions

This exploratory study seeks to identify urban-Malay secondary school students' perceptions regarding the degrees of importance of twelve common social support (5S) types and six salient individual SS sources, in relation to an academic problem. The levels of importance/preference ascribed to...

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Main Author: Baba, Maznah
Format: Article
Language:English
English
Published: Universiti Putra Malaysia Press 1993
Online Access:http://psasir.upm.edu.my/id/eprint/2951/1/Malay_Secondary_School_Students%27_Social_Support_Preferences.pdf
http://psasir.upm.edu.my/id/eprint/2951/
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spelling my.upm.eprints.29512013-05-27T07:04:40Z http://psasir.upm.edu.my/id/eprint/2951/ Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions Baba, Maznah This exploratory study seeks to identify urban-Malay secondary school students' perceptions regarding the degrees of importance of twelve common social support (5S) types and six salient individual SS sources, in relation to an academic problem. The levels of importance/preference ascribed to the SS types and sources of SS were also examined for gender differences. 164 respondents (71 males and 93 females) volumarily participated in the study. Data were collected using a survey questionnaire. The twelve categories of SS were derived from Richard E. Pearson's (1986) Personal Support System Survey. Results showed that subjects' preferences with respect to SS for academic problems are multifaceted. They desire a combination of informational, emotional and appraisal supports from others. Subjects rated 'guidance' as the most important supportive response should they experience academic problems. Perceptions regarding the levels of importance attached to each SS type also differed between gender. Students perceived their parents as the most important source of SS. Of their parents, mothers were regarded as more important. The findings suggest that to help Malay students with academic problems, S5-focused interventions need to be multifaceted, teachers and counselors need training in collaborating with parents regarding their children's academic difficulties, parental support is more preferred than support from others, student-teacher communication needs improvement. Gender differences in SS type preferences need further examination. Universiti Putra Malaysia Press 1993 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/2951/1/Malay_Secondary_School_Students%27_Social_Support_Preferences.pdf Baba, Maznah (1993) Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions. Pertanika Journal of Social Sciences & Humanities, 1 (1). pp. 1-9. ISSN 0128-7702 English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description This exploratory study seeks to identify urban-Malay secondary school students' perceptions regarding the degrees of importance of twelve common social support (5S) types and six salient individual SS sources, in relation to an academic problem. The levels of importance/preference ascribed to the SS types and sources of SS were also examined for gender differences. 164 respondents (71 males and 93 females) volumarily participated in the study. Data were collected using a survey questionnaire. The twelve categories of SS were derived from Richard E. Pearson's (1986) Personal Support System Survey. Results showed that subjects' preferences with respect to SS for academic problems are multifaceted. They desire a combination of informational, emotional and appraisal supports from others. Subjects rated 'guidance' as the most important supportive response should they experience academic problems. Perceptions regarding the levels of importance attached to each SS type also differed between gender. Students perceived their parents as the most important source of SS. Of their parents, mothers were regarded as more important. The findings suggest that to help Malay students with academic problems, S5-focused interventions need to be multifaceted, teachers and counselors need training in collaborating with parents regarding their children's academic difficulties, parental support is more preferred than support from others, student-teacher communication needs improvement. Gender differences in SS type preferences need further examination.
format Article
author Baba, Maznah
spellingShingle Baba, Maznah
Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
author_facet Baba, Maznah
author_sort Baba, Maznah
title Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
title_short Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
title_full Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
title_fullStr Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
title_full_unstemmed Malay Secondary School Students' Social Support Preferences: Implications for Support Network Interventions
title_sort malay secondary school students' social support preferences: implications for support network interventions
publisher Universiti Putra Malaysia Press
publishDate 1993
url http://psasir.upm.edu.my/id/eprint/2951/1/Malay_Secondary_School_Students%27_Social_Support_Preferences.pdf
http://psasir.upm.edu.my/id/eprint/2951/
_version_ 1643822469193138176
score 13.211869

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