Literaturnachweis - Detailanzeige
| Autor/in | Gaylord-Harden, Noni K. |
|---|---|
| Titel | The Influence of Student Perceptions of Parenting and Coping on Achievement and Classroom Behavior among African American Children |
| Quelle | In: Psychology in the Schools, 45 (2008) 8, S.763-777 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.20340 |
| Schlagwörter | African American Children; Behavior Problems; Structural Equation Models; Academic Achievement; Child Rearing; Child Behavior; Student Adjustment; Coping; Parenting Styles; Correlation; Student Behavior; Family Influence; Hypothesis Testing; Parent Influence; Scores; Childrens Report of Parental Behavior Inventory |
| Abstract | The present study examined children's coping strategies as mediators and moderators of the association between parenting factors and outcomes in 235 African American children (mean age = 10.37 years). Information about parenting and child coping strategies was obtained by child self-report. School adjustment was assessed by standardized achievement scores and by teacher ratings of behavior. Structural equation modeling indicated that positive parenting was related to higher achievement and lower behavior problems. Contrary to the hypotheses, coping strategies did not mediate or moderate this association. The results are discussed in terms of how factors at the family and child level may influence child behavior and academic performance in the classroom. (Contains 3 tables and 3 figures.) (As Provided). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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