Files in this item
|(no description provided)|
|Title:||Environmental Incongruence and Divergence in Ratings of Adaptation Among Elementary School Children|
|Doctoral Committee Chair(s):||Felner, Robert D.|
|Department / Program:||Psychology|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology
|Abstract:||Consistent with transactional theories of personality, studies of teacher and parent ratings of child behavioral adaptation suggest marked divergence between classroom and home levels of adaptation. Differential levels of child adaptation have been found to be linked with perceived classroom and family environment. From a ecological perspective, behavioral adaptation would diverge between the school and the family to the extent that the adaptational demands of these setting are incongruent with one another. Further, greater environmental incongruence might be associated with higher levels of overall psychological distress.
As expected, the present study found greater divergence between teacher and parent ratings to be related with greater incongruence between perceived classroom and family environment. However, higher levels of psychological distress were not associated with greater incongruence. Thus, environmental incongruence might be linked with differential patterns of situationally-specific behavioral adaptation, rather than levels of overall distress or negative affect. Implications for ecological models of adaptation are discussed.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1992.
|Date Available in IDEALS:||2014-12-17|