Maternal Management of Social Relationships as a Correlate of Children's School-Based Experiences

Autor/inn/en	Fletcher, Anne C.; Walls, Jill K.; Eanes, Angella Y.; Troutman, David R.
Titel	Maternal Management of Social Relationships as a Correlate of Children's School-Based Experiences
Quelle	In: School Community Journal, 20 (2010) 2, S.159-181 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Mothers; Structural Equation Models; Academic Achievement; Questionnaires; Grade 4; Educational Environment; Parent Influence; Interpersonal Relationship; Correlation; Stress Variables; Elementary School Students; Interviews; Student Experience; Peer Relationship; Friendship; Mathematics Achievement; Reading Achievement; Gender Differences; Social Status; Self Concept + Suchen Sie Ihr Suchwort? Mother; Mutter; Schulleistung; Fragebogen; School year 04; 4. Schuljahr; Schuljahr 04; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Interviewing; Interviewtechnik; Studienerfahrung; Peer-Beziehungen; Freundschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Geschlechterkonflikt; Sozialer Status; Selbstkonzept
Abstract	We tested a model considering the manner in which mothers' use of their own social relationships and efforts to facilitate their children's school-based social relationships were associated with two distinct types of school-based competence: academic achievement and levels of stress experienced within the school environment. Fourth grade children (n = 311) and their mothers participated in interviews and completed questionnaires providing information on social relationships and school experiences. Structural equation modeling (SEM) analyses indicated a good fit for a model in which mothers' efforts to facilitate children's social relationships with peers were associated with lower levels of school-based stress, but mothers' efforts to maintain social connections with the parents of their children's school friends were linked with lower levels of objectively measured academic achievement. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10