Research Article
The Role Of Social Skills on Social Support Mediated by Quality of Friendship in Special Need Children at Inclusive Primary School
@INPROCEEDINGS{10.4108/eai.18-9-2019.2293324, author={Cut Mellyza Rizka and Farida Kurniawati}, title={The Role Of Social Skills on Social Support Mediated by Quality of Friendship in Special Need Children at Inclusive Primary School}, proceedings={Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia}, publisher={EAI}, proceedings_a={ICRMH}, year={2020}, month={3}, keywords={social skills social support friendship quality special need children inclusive primary school}, doi={10.4108/eai.18-9-2019.2293324} }- Cut Mellyza Rizka
Farida Kurniawati
Year: 2020
The Role Of Social Skills on Social Support Mediated by Quality of Friendship in Special Need Children at Inclusive Primary School
ICRMH
EAI
DOI: 10.4108/eai.18-9-2019.2293324
Abstract
This study investigates the influence of social skills on social support mediated by the quality of friendship in special needs children. Methods: This study used a quantitative research design. The instruments used were the Social Skill Improvement System (Gresham & Elliott, 2008) for measuring social skills; the Social Support Questionnaire for Children (Harter, 1985) for measuring social support; and the Friendship Quality Questionnaire (Parker & Asher, 1993) for measuring the quality of friendship. A total of 292 participants over the age of 10 years old, who were enrolled in inclusive elementary schools spread throughout the Province of DKI Jakarta, were included in the research. A multiple regression analysis was conducted. Results: Results demonstrated that the quality of friendship fully mediates the development of social skills and social support offered to special needs children. All variables had significant relationships and influence in this research (p < 0.05). Conclusion: These results indicate the importance of creating small study groups to support academic success, and small play groups to support non-academic success, which improves social support, social skills, and friendship quality in special needs children studying at inclusive primary schools.
