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Means—ends problem‐solving skills, life stress, and social support as mediators of adjustment in the normative transition to high school
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Means—ends problem‐solving skills, life stress, and social support as mediators of adjustment in the normative transition to high school (1991)Means—ends problem‐solving skills, life s…Social Support and Health. (1986)Social Support and Health.Variations in Social Support Associated with Gender, Ethnicity, and Age (1985)Variations in Social Support …Stress, social support, and the buffering hypothesis. (1985)Stress, social support, and t…Social support measurement (1985)Social support measurementMeasurement of adolescents' life events: The junior high life experiences survey (1985)Measurement of adolescents' l…The Adjustment of Early Adolescents to School Transitions (1983)The Adjustment of Early Adole…Measures of perceived social support from friends and from family: Three validation studies (1983)Measures of perceived social …Social support in high‐risk adolescents: Structural components and adaptive impact (1982)Social support in high‐risk a…Social cognition and social competence in adolescence. (1982)Social cognition and social c…Primary prevention during school transitions: Social support and environmental structure (1982)Primary prevention during sch…Social support resources, stress, and maladjustment of poor children (1980)Social support resources, str…The Concept and Measurement of the Quality of School Life (1976)The Concept and Measurement o…Stressful Life Events: Their Nature and Effects (1975)Stressful Life Events: Their …Social adjustment of young children (1974)Social adjustment of young ch…Manual for the State-Trait Anxiety Inventory (1970)Manual for the State-Trait An…The adolescent experience (1966)The adolescent experienceLa implicación de los padres, el interés en la escolarización y en el entorno escolar como factores determinantes de la auto-eficacia académica en estudiantes de primero de Secundaria en el estado de Oyo, Nigeria (2017)La implicación de los padres,…Foundations of Behavioral Research (1974)Assessing social support: The Social Support Questionnaire. (1983)Measuring perceived social support: Development of the child and adolescent social support scale (CASSS) (2001)What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support. (2003)Relationship Between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons Across Gender (2008)The Ecology of Human Development (1979)Toward a Theory of Social Support: Closing Conceptual Gaps (1984)Different Strokes from Different Folks: Community Ties and Social Support (1990)Gender Differences in Coping with Stress: When Stressor and Appraisals Do Not Differ (1994)Coping as a Communal Process (1998)A new scale of social desirability independent of psychopathology. (1960)Generalized expectancies for internal versus external control of reinforcement. (1966)Distinctions between social support concepts, measures, and models (1986)A Brief Measure of Social Support: Practical and Theoretical Implications (1987)Self-Rated Health and Mortality: A Review of Twenty-Seven Community Studies (1997)Psychological stress and the coping process (1966)The social readjustment rating scale (1967)The Structure of Coping (1978)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)The Job Demands‐Resources model: state of the art (2007)Notes on the Concept of Commitment (1960)Life in Classrooms (1968)Making vocational choices : a theory of careers (1973)Turning “play” into “work” and “work” into “play” (2000)Relations of middle school students' perceptions of family and school contexts with academic achievement (2001)School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender (2002)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)Acceptance and Commitment Therapy: Model, processes and outcomes (2005)Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events (1981)FOUNDATION FOR A GENERAL STRAIN THEORY OF CRIME AND DELINQUENCY* (1992)Social Relationships and Health (1988)From social integration to health: Durkheim in the new millennium (2000)Social Relationships and Health. (2004)Psychosocial development in intellectually gifted children. (1985)Advancing Knowledge about the Onset of Delinquency and Crime (1990)Historical and philosophical bases of the cognitive-behavioral therapies. (2019)The Intensification of Gender-Related Role Expectations during Early Adolescence (1983)Toward an understanding of risk factors for bulimia. (1986)Mood disorders in children and adolescents: an epidemiologic perspective (2001)
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References

  • 1970Manual for the State-Trait Anxiety Inventory24,983 cited
  • 1985Stress, social support, and the buffering hypothesis.18,064 cited
  • 1986Social Support and Health.3,927 cited
  • 1983Measures of perceived social support from friends and from family: Three validation studies2,246 cited
  • 1975Stressful Life Events: Their Nature and Effects1,450 cited
  • 1966The adolescent experience1,230 cited
  • 1985Social support measurement773 cited
  • 1976The Concept and Measurement of the Quality of School Life392 cited
  • 1985Variations in Social Support Associated with Gender, Ethnicity, and Age378 cited
  • 1974Social adjustment of young children351 cited
  • 1982Social support in high‐risk adolescents: Structural components and adaptive impact330 cited
  • 1983The Adjustment of Early Adolescents to School Transitions324 cited
  • 1982Social cognition and social competence in adolescence.273 cited
  • 1982Primary prevention during school transitions: Social support and environmental structure259 cited
  • 1985Measurement of adolescents' life events: The junior high life experiences survey215 cited
  • 1980

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Social support resources, stress, and maladjustment of poor children
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  • 2017La implicación de los padres, el interés en la escolarización y en el entorno escolar como factores determinantes de la auto-eficacia académica en estudiantes de primero de Secundaria en el estado de Oyo, Nigeria44 cited