摘要：This study investigated the relation between stressful life events and adjustment in elementary school children,with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child`s perceptions or appraisals of family,peer,and teacher support. Their parents provided ratings of stress in the child`s environment and ratings of the child`s behavioral adjustment. Teachers provided ratings of the child`s behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support,and family support. In addition,teacher support had the strongest stress-buffering effect on grade-point average..
