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The interactive effect of parenting ...

Marks, Victoria Rankin.

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The interactive effect of parenting and teaching styles on student outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The interactive effect of parenting and teaching styles on student outcomes./
Author:	Marks, Victoria Rankin.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526.
Contained By:	Dissertation Abstracts International67-07A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225961
ISBN:	9780542774546

The interactive effect of parenting and teaching styles on student outcomes.
Marks, Victoria Rankin.

The interactive effect of parenting and teaching styles on student outcomes. - 196 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526.

Thesis (Ph.D.)--University of Virginia, 2006.

Employing an ecological paradigm, this research analyzes the linkages between the environmental contexts in which children function both at home and in school, and their effect on three achievement outcomes: academic, problem behaviors, and social skills. This study utilizes longitudinal data from the Study of Early Child Care and Youth Development (SECCYD) initiated by the National Institute of Child Health and Human Development (NICHD). This research examines the interaction between maternal parenting and teaching styles for 1273 Black and White first and fifth grade students, and their effect on achievement outcomes to assess three issues: the extent of variation in the home environments of children from different racial groups; the extent to which congruity between family and classroom environment is a predictor of achievement outcomes; and, the extent to which the presence of congruity mediates the achievement gap between students of different racial backgrounds. Cross-sectional regression models indicate that, for students of different racial backgrounds, home environments do indeed vary. Findings suggest that, although simple congruity between maternal and teacher styles does not predict the dependent variables, certain types of congruent interactions are significant predictors of academic, problem behaviors, and social skills achievement. Furthermore, when warmth and control dimension main effects and certain interaction terms are interacted with race, it is evident from these data that their predictive effects on outcomes measured differ significantly for Black children in comparison to White children.

ISBN: 9780542774546Subjects--Topical Terms:

626654
Education, Sociology of.

The interactive effect of parenting and teaching styles on student outcomes.
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502 $a Thesis (Ph.D.)--University of Virginia, 2006.
520 $a Employing an ecological paradigm, this research analyzes the linkages between the environmental contexts in which children function both at home and in school, and their effect on three achievement outcomes: academic, problem behaviors, and social skills. This study utilizes longitudinal data from the Study of Early Child Care and Youth Development (SECCYD) initiated by the National Institute of Child Health and Human Development (NICHD). This research examines the interaction between maternal parenting and teaching styles for 1273 Black and White first and fifth grade students, and their effect on achievement outcomes to assess three issues: the extent of variation in the home environments of children from different racial groups; the extent to which congruity between family and classroom environment is a predictor of achievement outcomes; and, the extent to which the presence of congruity mediates the achievement gap between students of different racial backgrounds. Cross-sectional regression models indicate that, for students of different racial backgrounds, home environments do indeed vary. Findings suggest that, although simple congruity between maternal and teacher styles does not predict the dependent variables, certain types of congruent interactions are significant predictors of academic, problem behaviors, and social skills achievement. Furthermore, when warmth and control dimension main effects and certain interaction terms are interacted with race, it is evident from these data that their predictive effects on outcomes measured differ significantly for Black children in comparison to White children.
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