Assessing Estonian Mothers' Involvement in Their Children's Education and Trust in Teachers

Autor/inn/en	Kikas, Eve; Peets, Katlin; Niilo, Airi
Titel	Assessing Estonian Mothers' Involvement in Their Children's Education and Trust in Teachers
Quelle	In: Early Child Development and Care, 181 (2011) 8, S.1079-1094 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Trust (Psychology); Mothers; Parent Participation; Parent School Relationship; Psychometrics; Elementary Schools; Foreign Countries; Parent Attitudes; Questionnaires; Age Differences; Factor Analysis; Estonia + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Psychometry; Psychometrie; Elementary school; Grundschule; Volksschule; Ausland; Elternverhalten; Fragebogen; Age; Difference; Age difference; Altersunterschied; Faktorenanalyse; Estland
Abstract	Questionnaires assessing mothers' involvement in children's education and their trust in teachers were developed for the usage in Estonian kindergartens and elementary schools. The scales were adapted based on the questionnaires by Fantuzzo and colleagues (parental involvement) and Adams and Christenson (trust). Mothers of 454 kindergarten children, 197 first- and second-grade children, and 94 fourth- to sixth-grade children participated in the study. Four subscales of involvement were differentiated: school-based involvement, home-school conferencing, home-based academic and home-based general involvement. Trust was a unitary construct. The psychometric properties of the scales were good. Differences according to kindergarten and school levels were concordant with earlier studies--mothers of younger children generally reported higher involvement and trust than mothers of older children. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10