Domain specificity between peer support and self-concept

Kim Chau Charles LEUNG, Herbert W. MARSH, Rhonda G. CRAVEN, Alexander S. YEUNG, Adel S. ABDULJABBAR

Research output: Contribution to journalArticles

12 Citations (Scopus)

Abstract

Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants (n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of selfconcept—as compared with a control group that had not participated in the intervention. In Study 2, participants (n = 53) who had received a socially oriented peer support intervention that focused on interpersonal skills and communication improved significantly in same-sex relations self-concept—but not in other areas of self-concept—as compared with the control group. Hence, there is a compelling need for reconceptualizing peer support into academic and social domains in terms of domain specificity. Copyright © 2012 The Author(s).
Original languageEnglish
Pages (from-to)227-244
JournalThe Journal of Early Adolescence
Volume33
Issue number2
Early online dateMar 2012
DOIs
Publication statusPublished - Feb 2013

Citation

Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. The Journal of Early Adolescence, 33(2), 227-244.

Keywords

  • Intervention/prevention
  • Peers
  • School context
  • Self-concept

Fingerprint Dive into the research topics of 'Domain specificity between peer support and self-concept'. Together they form a unique fingerprint.