Christine Malecki, Ph.D. 
Associate Professor 
Director of Undergraduate Studies

Psychology Department 
Office: 312 Psychology 
Phone: (815) 753-1836 
Fax: (815) 753-8088

           Independent Study in the Malecki Lab

Want Lab Experience? Have you done an Independent Study (Psych 485)?  Click here for information about my research lab.


“Becoming a Teen” Research Project 


If you have participated in or are interested in learning about the “Becoming a Teen” research project, click here. 



Links to my courses are below.


        BA:   University of Illinois at Urbana-Champaign
Ph.D. University of Wisconsin - Madison


Research interests:

I joined the Psychology faculty in Fall 1999. I was a school psychologist in Carroll, Iowa for Heartland Area Education Agency 11 for two years before coming to NIU. My research interests include studying students' perceived social support, curriculum-based measurement (CBM), and the relationship between social context and academic achievement.




Psy225: Lifespan Development

Psy553: Second Year Practicum


Recent work:


Demaray, M. K., & Malecki, C. K.  (2003).  Importance ratings of socially supportive behaviors by children and adolescents.  School Psychology Review, 32, 471-489.


Demaray, M. K., & Malecki, C. K.  (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban

          middle school. School Psychology Review, 32, 471-489.


Malecki, C. K., & Demaray, M. K.  (2003). The role of social support in the lives of bullies, victims, and victim-bullies.  In D. Espelage & S. Swearer (Eds.), Bullying in American Schools:  A Social Ecological Perspective on Prevention and Intervention.  Mahwah, NJ:  Lawrence Erlbaum Associates, Inc.


Malecki, C. K., & Demaray, M. K. (2003). Weapon carrying and perceptions of social support in an urban middle school.  Journal of Emotional and Behavioral Disorders, 11, 169-178. 


Malecki, C. K. & Demaray, M. K. (2003). What type of support do they need?  Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support.  School Psychology Quarterly, 18, 231-252.


Malecki, C. K. & Jewell, J.  (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes.  Psychology in the Schools, 40, 379-390.


Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17, 213-241.


Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk.   Psychology in the Schools, 39, 305-316.


Malecki, C.K. & Demaray, M.K. (2002). Measuring perceived social support:  Development of the Child and Adolescent Social Support Scale.  Psychology in the Schools, 39, 1–18. 


Malecki, C. K. & Elliott, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis.  School Psychology Quarterly, 17, 1-23.    


Elliott, S.N., Malecki, C.K., & Demaray, M.K. (2001).  New directions in social skills assessment and intervention for elementary and middle school students.  Exceptionality, 9, 19-32.


Malecki, C.K. & Elliott, S.N. (1999).  Adolescents’ ratings of perceived social support and its importance:  Validation of the Student Social Support Scale.  Psychology in the Schools, 36, 473-483.



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