İLKÖĞRETİM 5., 6., 7. ve 8. SINIF ... - Prof.Dr. Seval Fer

Caskey, E.E. (2009). Gender differences in antecedents to academic and personalwell-being in urban youth: What is the role of social support? Unpublisheddoctoral dissertation, Loyola University, Chicago, USA.Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis oflearning and instruction. A. Kozulin, B. Gindis, V.S. Ageyev, & M.S. Miller(Eds.), Vygotsky’s educational theory in cultural context (s.39-64).Cambridge: Cambridge University Press.Chambers, E.A., Hylen, M., & Schreiber, J.B. (2006). Achievement and at-riskmiddle school students’ perspectives of academic support. Journal ofResearch in Character Education, 4(1&2), 33-46.Cheng, S.T., & Chan, A.C.M. (2004). The multidimensional scale of perceived socialsupport: Dimensionality and age and gender differences in adolescents.Personality and Individual Differences, 37(2004), 1359-1369.Coffman, D.L., & Gilligan, T.D. (2002). Social support, stress, and self-efficacy:Effects on students’ satisfaction. Journal of College Student Retention, 4(1),53-66.Cohen, S., & Hoberman, H.M. (1983). Positive events and social supports as buffersof life change stress. Journal of Applied Social Psychology, 13(2), 99-125.Cohen, S., & Wills, T.A. (1985). Stress, social support, and the buffering hypothesis.Psychological Bulletin, 98(2), 310-357.Cohen, S., Gottlieb, B.H., & Underwood, L.G. (2001). Social relationships andhealth: Challenges for measurement and intervention. Advances in Mind-BodyMedicine, 17(2), 129-142.Colarossi, L.G. (2001). Adolescent gender differences in social support: Structure,function, and provider type. Social Work Research, 25(4), 233-241.203