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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Lopes, R. & Moleiro, C. (2011). The moderation effect of social support in the relationship between child abuse and school achievement. Journal of Educational and Developmental Psychology. 1 (1), 74-84
Exportar Referência (IEEE) 
R. Lopes and C. M. Moleiro,  "The moderation effect of social support in the relationship between child abuse and school achievement", in Journal of Educational and Developmental Psychology, vol. 1, no. 1, pp. 74-84, 2011
Exportar BibTeX 
@article{lopes2011_1732595678518,
	author = "Lopes, R. and Moleiro, C.",
	title = "The moderation effect of social support in the relationship between child abuse and school achievement",
	journal = "Journal of Educational and Developmental Psychology",
	year = "2011",
	volume = "1",
	number = "1",
	doi = "10.5539/jedp.v1n1p74",
	pages = "74-84",
	url = "http://www.ccsenet.org/journal/index.php/jedp/index"
}
Exportar RIS 
TY  - JOUR
TI  - The moderation effect of social support in the relationship between child abuse and school achievement
T2  - Journal of Educational and Developmental Psychology
VL  - 1
IS  - 1
AU  - Lopes, R.
AU  - Moleiro, C.
PY  - 2011
SP  - 74-84
SN  - 1927-0526
DO  - 10.5539/jedp.v1n1p74
UR  - http://www.ccsenet.org/journal/index.php/jedp/index
AB  - This study investigated the relationship between child maltreatment, school achievement and social support, by exploring the adaptation of the stress buffering model of social support. Data was collected on 402 children from 5th - 9th grades (383 without history of child abuse and 64 with history of child abuse). An adapted version of the Social Support Appraisals Scale (Dubow & Ullman, 1989; Dubow et al., 1991) was used to analyze the role of social support in the relationship between child maltreatment and school achievement. Results indicated that abused children scored lower in Language and Math, and had more grade retentions than children without history of abuse. Findings also revealed that perceived social support is a promoter of school achievement. Results also indicated social support as a moderator between child abuse and school achievement, although only partially in the direction of the adaptation of the stress buffering model. Implications for school professionals are discussed.
ER  -