Advisor

Bardos, Achilles

Committee Member

Weingartner, Angela H.

Committee Member

Cardona, Vilma (Betty)

Committee Member

Hutchinson, Susan R.

Department

College of Education and Behavioral Sciences;, Department of School Psychology

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

5-2021

Extent

197 pages

Digital Origin

Born digital

Abstract

The relationships between children and their parents and the relationships between the home and school have been studied extensively over time as important factors contributing to the outcomes of children. Given that the best outcomes for children likely occur when the home and school collaborate regarding each child, it is important to examine these relationships across time and both environments. In this study latent growth curve modeling was used to examine closeness and conflict relationships within child-mother and student-teacher dyads over five time points using data from the National Institute of Child Health and Human Development Study of Early Childcare and Youth Development (SECCYD). Results indicated that closeness between child-mother and student-teacher dyads decreased linearly from kindergarten to fifth grade. Conflict between child-mother and student-teacher dyads followed nonlinear trends. When parental involvement was included as a covariate in the statistical analyses of student-teacher closeness and conflict, teachers’ perception of parental involvement further explained the majority of the variance in the complex relationships between students and teachers. The findings of the current study reinforce the vital importance of collaboration between the home and school.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Steen_unco_0161D_10913.pdf

Rights Statement

Copyright is held by the author.

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