Publications by authors named "Leah Nellis"
Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year.
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- The study examines how changes in perceived social support (SS) and socioemotional adjustment (SEA) occur during the transition from elementary to junior high school over a 1-year period.
- Findings showed that both boys and girls experienced declines in perceived total support, particularly from teachers, along with an increase in self-reported school problems.
- Although social support did not directly influence socioemotional outcomes, perceptions of support at the end of elementary school correlated with those at the end of the first year of junior high, indicating the importance of early social support experiences.