An investigation of the relationship between percevied social support and social skill levels of 11th grade students in terms of some variables

The purpose of this study is to investigate the relationship between the level of social support that 11th grade students studying in different school and supported by their families, friends and teachers and social skill levels of these students with regard to various variables. The population is comprised of 11th grade students studying in secondary schools in Gaziantep. The sample of the study consisted of 473 11th grade students studying in secondary school in Şahinbey and Şehitkamil districts of Gaziantep. Research data were collected via Social Skill Inventory, Perceived Social Support Scale and Personal Information Form which was developed by the researcher. The data were analyzed through one way analysis of variance (ANOVA), independent samples t-test and pearson correlation techniques. Analyses were performed using SPSS 15.00 packet program. As a result of the analyses, it was found that perceived social support from family varied according to school type (in favor of the schools accepting students with high exam scores), but it did not vary according to gender and birth order. The level of perceived social support from friends varied according to gender (in favor of female students), but it did not vary according to school type and birth order. The level of perceived social support from teachers varied according to school type and gender (in favor of female students), while it did not differ according to school type. Affective expressivity and social control sub-dimensions of social skill were found to be higher for female students, while social sensitivity sub-dimension of social skill was higher for male students. Affective control, social expressivity and social sensitivity sub-dimensions of social skill did not vary according to gender variable. Sub-dimensions of social skill did not vary according to school type too. Affective control sub-dimension of social skill was higher for 3th and 5th order children. On the other hand, social expressivity was higher for 4th and 5th order children (birth order). A positive and significant relationship was found among perceived social support from family, affective expressivity, affective control and social control sub-dimensions of social skill. A positive and significant relationship was found among perceived social support from friends, affective expressivity and social control sub-dimensions of social skill. However, a negative, significant relationship was found between affective sensitivity and social expressivity sub-dimensions of social skill. A positive and significant relationship was found among perceived social support from teachers, affective expressivity and social control sub-dimensions of social skill, but a negative, significant relationship was found between perceived social support from teachers and social expressivity sub-dimension of social skill. Key words: Social support, perceived social support, social skill