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Pregled bibliografske jedinice broj: 890379

The relation of child’s characteristics and parent-child interactions with children’s school adjustment


Brajša-Žganec, Andreja; Hanzec, Ivana; Merkaš, Marina; Šakić Velić, Marija
The relation of child’s characteristics and parent-child interactions with children’s school adjustment // 18th European Conference on Developmental Psychology - Abstract Book.
Utrecht: European Association of Developmental Psychology, 2017. str. 535-535 (poster, međunarodna recenzija, sažetak, znanstveni)


Naslov
The relation of child’s characteristics and parent-child interactions with children’s school adjustment

Autori
Brajša-Žganec, Andreja ; Hanzec, Ivana ; Merkaš, Marina ; Šakić Velić, Marija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
18th European Conference on Developmental Psychology - Abstract Book. / - Utrecht : European Association of Developmental Psychology, 2017, 535-535

Skup
18th European Conference on Developmental Psychology

Mjesto i datum
Utrecht, Nizozemska, 29.8.-1.9.2017

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Parenting, parental involvement, school adjustment, self-esteem, social competence

Sažetak
Based on the theoretical assumptions of family- school relationships model (Ryan & Adams, 1995, 2005), the aim of this study was to explore how dimensions of parenting, parental involvement in school and at home and child’s individual characteristics relate to children’s school adjustment. Data were collected as a part of a larger research project involving 1024 children (508 girls) aged 11 to 16 years and their parents. Children completed a questionnaire assessing their self-esteem, social competence, perception of relations among students and relations between students and teachers in their class, and grade point average (GPA). Parents completed a questionnaire assessing their involvement in their child’s schooling at home and in school and dimensions of parenting (positive parenting, inconsistent discipline, and parental supervision). The results show that positive parenting is positively related to parental involvement at home and in school and child’s self-esteem. Parental insufficient supervision is negatively associated with parental involvement at home and in school and child’s social competence. Parental involvement at home is positively related to child’s self- esteem and the perception of relations among students. Parental involvement in school is positively related to child’s self-esteem, social competence, perception of relations among students, and GPA. Children with higher self-esteem and social competence also have higher GPA and perceive relations among pupils and relations between students and teachers in their class positively. Dimensions of parenting have only indirect effects on children’s school adjustment via parental involvement in school and child’s individual characteristics. Parental involvement in school has both direct and indirect, via child’s individual characteristics, effects on children’s school adjustment. The findings support the importance of parenting and school-focused parent-child interactions for children’s school adjustment.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Institut društvenih znanosti Ivo Pilar, Zagreb,
Hrvatski studiji, Zagreb,
Hrvatsko katoličko sveučilište, Zagreb