Parent Involvement as a Predictor of Teacher-Child Relationship Quality in Third Grade

Autor/inn/en	Wyrick, Amanda J.; Rudasill, Kathleen Moritz
Titel	Parent Involvement as a Predictor of Teacher-Child Relationship Quality in Third Grade
Quelle	In: Early Education and Development, 20 (2009) 5, S.845-864 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Parent Participation; Child Health; Student Adjustment; Parent School Relationship; Grade 3; Teacher Student Relationship; Low Income Groups; Predictor Variables; Elementary School Students; Elementary School Teachers; Mothers; Gender Differences; Family Income; Correlation; Conflict; Parent Influence; Educational Attainment; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Elternmitwirkung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mother; Mutter; Geschlechterkonflikt; Familieneinkommen; Korrelation; Konflikt; Bildungsabschluss; Bildungsgut
Abstract	Research Findings: Research on teacher-child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher-child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher-child relationships and parent involvement while controlling for known determinants of teacher-child relationship quality (i.e., gender and income). All variables were significantly related to teacher-child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher-child conflict, but only for children from low-income families. Practice or Policy: The results are discussed in terms of the importance of parent involvement to children's school adjustment, with specific importance for parents of low-income children. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10