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Child Race and Gender as Moderators of the Association between Teacher-Child Relationships and School Adjustment
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Murray, Christopher; Waas, Gregory A.; Murray, Kelly M. – Psychology in the Schools, 2008
This investigation examines teacher and child perceptions of teacher-child relationships and early school adjustment among children (N = 157) in low-income urban schools. Consistent with prior research, findings indicated that teacher-child relationships were associated with early school adjustment; however, the strength of this association varied…
Descriptors: Urban Schools, Student Adjustment, Teacher Student Relationship, Student Characteristics
A Multidimensional, Multilevel Examination of Mother and Father Involvement among Culturally Diverse Head Start Families
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McWayne, Christine; Campos, Rodrigo; Owsianik, Marissa – Journal of School Psychology, 2008
In this study we examined the relationships between family demographics and level of satisfaction with school contact as possible determinants of multiple dimensions of family involvement in early childhood education. Participants included 171 urban, Head Start parents (108 mothers and 63 fathers). Results revealed that for mothers, having less…
Descriptors: Early Childhood Education, Disadvantaged Youth, Mothers, Family Involvement
Social Support, Locus of Control, and Parenting in Three Low-Income Groups of Mothers: Black Teenagers, Black Adults, and White Adults.
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Stevens, Joseph H., Jr. – Child Development, 1988
Among low-income women, Black teenage and White adult mothers' social ties to significant others were found to influence parenting skill. Black adult mothers' parenting skill was predicted only by locus of control. (RH)
Descriptors: Adolescents, Adults, Blacks, Family Problems
Childrearing and Child Development Correlates of Maternal Locus of Control.
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Schaefer, Earl S.; And Others – 1983
A longitudinal study tested the hypotheses that in relation to parents with an external locus of control, parents with an internal locus of control: would have a higher level of mother-infant interaction, would have more self-directing and less conforming values for children, and would have children who showed more academic competence. The initial…
Descriptors: Academic Ability, Child Rearing, Children, Demography
Parent Characteristics and the Utilization of a Parent-Child Program.
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Eisenstadt, Jeanne Watson; Powell, Douglas R. – 1984
This study examined ways in which 42 low income mothers used a multifaceted neighborhood-based parent education program. Two different patterns of sequential relationship between use of staff services, verbal participation in a discussion group, attendance, and formation of peer ties were identified. These patterns were shown to be related to…
Descriptors: Children, Citizen Participation, Community Programs, Conceptual Tempo
Failure-To-Thrive, Maltreatment and the Behavior and Development of 6-Year-Old Children from Low-Income, Urban Families: A Cumulative Risk Model.
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Kerr, Mia A.; Black, Maureen M.; Krishnakumar, Ambika – Child Abuse & Neglect: The International Journal, 2000
A cumulative risk model was used to examine the relationship among failure-to-thrive (FIT), maltreatment, and four aspects of children's development (cognitive performance, adaptive functioning at school, classroom behavior, and behavior at home) in 193 6-year-olds. Risk status was negatively associated with the four developmental outcomes.…
Descriptors: Adaptive Behavior (of Disabled), At Risk Persons, Behavior Problems, Child Abuse
Mother-Child Interaction and Child Cognitive Development in Low-Income Black Children: A Longitudinal Study.
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Blumenthal, Janet B. – 1985
Sixty-two socioculturally homogeneous, low-income black mother/child pairs were tested and observed when the infants were 2, 6, 12, 18, 24, 30, and 36 months of age to determine the relationship between variability in parenting attitudes, skills, and behaviors and consequent variability in children's intellectual development. As expected, the…
Descriptors: Academic Achievement, Black Mothers, Child Rearing, Cognitive Development