A Study on the Peer Relationships, Social Support Perceptions and Perfectionism of Working and Non-Working Children according to Gender


SALI G. , Akyol A. K.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.39, no.173, pp.209-220, 2014 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 39 Issue: 173
  • Publication Date: 2014
  • Title of Journal : EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Page Numbers: pp.209-220

Abstract

This study was conducted to examine peer relations, social support perceptions and perfectionism of working and non-working children as per their gender. The population of the research was composed of working children attending 1st to 6th grades of vocational education centers and non-working children attending 1st to 3rd grades of general high schools and representing lower socio-economic levels who are between the age of 15-17. One thousand six hundred and twenty children, 652 of whom were from vocational education centers and 968 of whom were from lower socio-economic levels, were selected by random sampling method. However, some forms were invalid due to various reasons so the analyses were made using data from 1390 children - 551 working and 839 non-working. The data collecting instruments were General Information Form, Peer Relationship Scale (PRS), Social Support Appraisal Scale for Children and Adolescents (SSESCA), and MultiDimensional Perfectionism Scale (MDPS). The data were analyzed by applying the Mann Whitney U-Test. The results of the research revealed that the gender of children caused a meaningfully significant difference in the following: regarding PRS, the gender of working children had an impact on the Commitment, Self-Disclosure and Loyalty sub-dimensions and the gender of non-working children had an impact on Commitment and Self-Disclosure sub-dimensions as well as the total score; regarding SSESCA, the gender of working children had an impact on the Teacher's Support sub-dimension and the gender of non-working children had an impact on Peer Support, Teacher's Support and the total score; regarding MDPS, the gender of working children had an impact on the Order sub-dimension and the gender of non-working children had an impact on Order and Family Criticism sub-dimensions (p<0.01, p<0.05).