Literaturnachweis - Detailanzeige
Autor/inn/en | Giallo, Rebecca; Treyvaud, Karli; Matthews, Jan; Kienhuis, Mandy |
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Titel | Making the Transition to Primary School: An Evaluation of a Transition Program for Parents |
Quelle | In: Australian Journal of Educational & Developmental Psychology, 10 (2010), S.1-17 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1446-5442 |
Schlagwörter | Control Groups; Intervention; Transitional Programs; Self Efficacy; Parent Participation; Parent School Relationship; Foreign Countries; Elementary Schools; Preschool Children; Program Effectiveness; Student Adjustment; Comparative Analysis; Kindergarten; Parent Influence; Educational Attainment; Employment Level; Family Structure; Language Usage; Gender Differences; Disabilities; Australia Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Elementary school; Grundschule; Volksschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familienkonstellation; Familiensystem; Sprachgebrauch; Geschlechterkonflikt; Handicap; Behinderung; Australien |
Abstract | The transition to primary school is an important time for both children and parents. The aim of this randomized controlled study was to assess the effectiveness of a Transition to Primary School Parent Program in strengthening parent knowledge and confidence to manage the transition process, increasing parent involvement in their children's learning, and improving child adjustment to starting school. Participants were 576 parents from 21 primary schools in Victoria, Australia. Results revealed that parents who received the intervention reported higher parental self-efficacy to help their children make the transition to school than parents in the control condition (i.e., routine transition practices provided by the school). These parents also reported greater parent involvement at school during the children's first term at school than parents in the control condition. There were no differences between the intervention and control groups on parent and teacher report of children's adjustment to school. This research is an important step towards developing empirically supported school transition programs focusing on parents. (Contains 1 figure and 5 tables.) (As Provided). |
Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |