TY - JOUR
T1 - Parent beliefs and children's social-behavioral functioning
T2 - The mediating role of parent-teacher relationships
AU - Kim, Elizabeth Moorman
AU - Sheridan, Susan M.
AU - Kwon, Kyongboon
AU - Koziol, Natalie
N1 - Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2013/4
Y1 - 2013/4
N2 - This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers reported on the quality of their relationships with parents and children's adaptive functioning (i.e., social and adaptive skills) and externalizing behaviors. Results indicated that parents' motivational beliefs were related significantly and positively to children's adaptive functioning and negatively to children's externalizing behaviors. Parents' motivational beliefs were also significantly associated with enhanced parent-teacher relationship quality. There was a significant medium-sized indirect effect of parents' motivational beliefs on children's adaptive functioning through parent-teacher relationship quality (k2=12) and a small indirect effect of parents' motivational beliefs on children's externalizing behaviors (k2=.05). This research suggests that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children.
AB - This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers reported on the quality of their relationships with parents and children's adaptive functioning (i.e., social and adaptive skills) and externalizing behaviors. Results indicated that parents' motivational beliefs were related significantly and positively to children's adaptive functioning and negatively to children's externalizing behaviors. Parents' motivational beliefs were also significantly associated with enhanced parent-teacher relationship quality. There was a significant medium-sized indirect effect of parents' motivational beliefs on children's adaptive functioning through parent-teacher relationship quality (k2=12) and a small indirect effect of parents' motivational beliefs on children's externalizing behaviors (k2=.05). This research suggests that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children.
KW - Efficacy
KW - Motivational beliefs
KW - Parent-teacher relationships
KW - Role construction
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U2 - 10.1016/j.jsp.2013.01.003
DO - 10.1016/j.jsp.2013.01.003
M3 - Article
C2 - 23481083
AN - SCOPUS:84875379653
VL - 51
SP - 175
EP - 185
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
IS - 2
ER -