TYPES OF SOCIAL SUPPORT - RELATION TO STRESS AND ACADEMIC-ACHIEVEMENTAMONG PROSPECTIVE TEACHERS

The relationship between social support, anxiety and academic achievem ent was examined among three groups differing along demographic variab les of age, sex and marital status. 81 students from Bahrain Universit y (the Arabian Gulf) preparing to qualify as elementary teachers, comp leted two anxiety measures (Spielberger et al., Trait Anxiety Scale, a nd Parsons' Teachers' Anxiety Scale), a social support questionnaire w hich measures a quantitative dimension and perceived satisfaction with three types of support (emotional, instrumental and cognitive). Resul ts indicated a positive correlation between the two anxiety measures, nonsignificant negative contribution of anxiety to Grade Point Average , and a differential effect of various support types to stress related anxiety among the three groups. Stepwise multiple regression analysis of social support variables to anxiety found emotional support negati vely related to teaching anxiety, while satisfaction with instrumental support negatively related to trait anxiety. The type of support, whe ther quantitative or qualitative or both, which was significant in mit igating the negative effect of trait or teaching anxiety was specific to each group. Group comparison along the dimensions of gender, age an d marital status, revealed greater satisfaction among the older marrie d females with emotional support received, lower anxiety level and hig her G.P.A. Overall results suggest that multiple role involvement for older married females contributes positively to their mental health, w hich was interpreted within the 'enhancement hypothesis'. Cross-cultur al implications were presented.