The influence of parent-teacher relationships on the adjustment of aggressive children : an ecosystemic perspective on the home-school mesosystem /
The purpose of the present study was to examine the association between the quality of parent-teacher relationships and the adjustment of behaviorally at-risk elementary aged aggressive children. The effects of treatment on parent-teacher relationship quality and the concordance in parent-teacher ra...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2000.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731930501&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of the present study was to examine the association between the quality of parent-teacher relationships and the adjustment of behaviorally at-risk elementary aged aggressive children. The effects of treatment on parent-teacher relationship quality and the concordance in parent-teacher ratings of externalizing behavior were also examined. Data for this study were gathered from a larger study known as the Prime Time project, which employed a multimodal intervention over an 18-month period directed at decreasing childhood aggression and later drug use and abuse. Participants were assigned to either an attention placebo control condition or a treatment group. Treatment included therapeutic centering, problem solving skills training, and parent-teacher consultation. Pre- and post-treatment measures of the Parent-Teacher Relationship Scale (Vickers & Minke, 1995) were used in a series of multiple hierarchical regression analyses to determine the degree to which parent and teacher reports of parent-teacher relationship quality predicted changes from time 1 to time 2 in child adjustment measures over the course of the study. Child adjustment measures were gathered from parents, teachers, and peers at time 1 and time 2. Results indicate that parent-teacher relationship quality and child behavioral adjustment have a bi-directional effect on one another at time 2. Parent ratings of parent-teacher relationship quality were statistically significantly associated with teacher ratings of academic performance. Also, teacher ratings of parent-teacher relationship quality were statistically significantly associated with teacher ratings of externalizing behavior. Treatment did not impact reports of parent-teacher relationship quality. Higher levels of P-T relationship quality were associated with greater concordance between parent and teacher evaluations of the child's externalizing behavior. This was particularly true for parents in the treatment condition as treatment acted as a moderator variable in the relationship between the parent's evaluation of the parent-teacher relationship and the externalizing behavior concordance index. Implications for home-school collaboration with at risk populations and the need for future research in this area are discussed. |
|---|---|
| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | x, 83 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 71-82). |