Maternal Management of Social Relationships as a Correlate of Childrens School-Based ExperiencesReport as inadecuate




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School Community Journal, v20 n2 p159-181 2010

We tested a model considering the manner in which mothers' use of their own social relationships and efforts to facilitate their children's school-based social relationships were associated with two distinct types of school-based competence: academic achievement and levels of stress experienced within the school environment. Fourth grade children (n = 311) and their mothers participated in interviews and completed questionnaires providing information on social relationships and school experiences. Structural equation modeling (SEM) analyses indicated a good fit for a model in which mothers' efforts to facilitate children's social relationships with peers were associated with lower levels of school-based stress, but mothers' efforts to maintain social connections with the parents of their children's school friends were linked with lower levels of objectively measured academic achievement. (Contains 3 tables and 2 figures.)

Descriptors: Mothers, Structural Equation Models, Academic Achievement, Questionnaires, Grade 4, Educational Environment, Parent Influence, Interpersonal Relationship, Correlation, Stress Variables, Elementary School Students, Interviews, Student Experience, Peer Relationship, Friendship, Models, Mathematics Achievement, Reading Achievement, Gender Differences, Social Status, Self Concept

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Author: Fletcher, Anne C.; Walls, Jill K.; Eanes, Angella Y.; Troutman, David R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2343&id=EJ908214



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