Files in this item



application/pdf9944918.pdf (8MB)Restricted to U of Illinois
(no description provided)PDF


Title:Children's Relationships With Parents, Teachers, and Peers: Linkages With Internalizing and Externalizing Behavior
Author(s):Lambert, Sharon Folasade Marie
Doctoral Committee Chair(s):Gary Ladd; Rudolph, Karen
Department / Program:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Psychology, Social
Abstract:Examined children's relationships with parents, teachers, and peers and associations with emotional and behavioral adjustment in kindergarten. Parent-child relationships were differentially associated with withdrawn behavior, aggressive behavior, and loneliness. Relationships with teachers and peers moderated the associations between the parent-child relationship and adjustment. Analyses revealed support for school relationships as exacerbating factors, but less support for school relationships as protective factors. A close relationship with the teacher protected against concurrent externalizing behavior for children who experienced low mutual warmth with parents. Mutual best friendship and peer group acceptance, did not act as protective factors. Negative relationship experiences with peers did, however, serve to exacerbate concurrent and later adjustment problems for children who experienced low mutual warmth, low contingent responding, or high hostility with parents. This type of effect was not found for conflictual teacher-child relationships. Results differed for boys and girls. These data highlight the importance of examining children's relationships at home and at school in order to best understand emotional and behavioral adjustment.
Issue Date:1999
Description:185 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999.
Other Identifier(s):(MiAaPQ)AAI9944918
Date Available in IDEALS:2015-09-25
Date Deposited:1999

This item appears in the following Collection(s)

Item Statistics