東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Child Disability Status and Teacher-...

Armstead, Ava S.

Linked to FindBook

Google Book

Amazon

博客來

Child Disability Status and Teacher-Child Relationship Closeness and Conflict.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Child Disability Status and Teacher-Child Relationship Closeness and Conflict./
Author:	Armstead, Ava S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	46 p.
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Social research. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10615536
ISBN:	9780355864847

Child Disability Status and Teacher-Child Relationship Closeness and Conflict.
Armstead, Ava S.

Child Disability Status and Teacher-Child Relationship Closeness and Conflict. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 46 p.

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.S.)--Oklahoma State University, 2017.

The interactions that occur between teacher and child during the school day dictate many aspects of the educational experience. The teacher-child relationship is an important factor in the early care and education setting. This study examined the relationship between child disability status and teacher child relationships, which are characterized by closeness and conflict. It further assessed the extent to which the relationship was mediated by child temperament (inhibitory control and frustration) and child behaviors (prosocial and aggression). Analyses used data from the Child, Family, and School Influences on Developmental Outcomes of Young Children with and without Disabilities longitudinal study. The sample consisted of parent and teacher reports for 199 children with and without disabilities attending an inclusive child development laboratory school at a Midwestern university. Results indicated that disability status was related to both teacher-child closeness and conflict, specifically that children with disabilities had less reports of closeness and higher reports of conflict in their relationship with teachers. Parent-report of inhibitory control and prosocial behavior were positively related to teacher-report closeness and aggression was negatively related to teacher-report closeness. Parent-report of inhibitory control was negatively related to teacher-report conflict and frustration, and aggression was positively related to teacher-report conflict. There were significant findings for all teacher reported variable on both closeness and conflict. Teacher-report of child frustration and aggression was negatively associated with teacher-child closeness and positively associated with teacher-child conflict. Teacher-report of inhibitory control and prosocial behavior was positively associated with teacher-child closeness and negatively associated with teacher-child conflict. Mediation analyses revealed that parent-report of child inhibitory control and teacher-report of prosocial behavior did mediate the association between disability status and teacher-child conflict.

ISBN: 9780355864847Subjects--Topical Terms:

2122687
Social research.

Child Disability Status and Teacher-Child Relationship Closeness and Conflict.
LDR:03079nmm a2200325 4500 001 2165845
005 20181129124501.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355864847
035 $a (MiAaPQ)AAI10615536
035 $a (MiAaPQ)okstate:15396
035 $a AAI10615536
040 $a MiAaPQ $c MiAaPQ
100 1 $a Armstead, Ava S. $3 3353938
245 1 0 $a Child Disability Status and Teacher-Child Relationship Closeness and Conflict.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 46 p.
500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Karina Shreffler.
502 $a Thesis (M.S.)--Oklahoma State University, 2017.
520 $a The interactions that occur between teacher and child during the school day dictate many aspects of the educational experience. The teacher-child relationship is an important factor in the early care and education setting. This study examined the relationship between child disability status and teacher child relationships, which are characterized by closeness and conflict. It further assessed the extent to which the relationship was mediated by child temperament (inhibitory control and frustration) and child behaviors (prosocial and aggression). Analyses used data from the Child, Family, and School Influences on Developmental Outcomes of Young Children with and without Disabilities longitudinal study. The sample consisted of parent and teacher reports for 199 children with and without disabilities attending an inclusive child development laboratory school at a Midwestern university. Results indicated that disability status was related to both teacher-child closeness and conflict, specifically that children with disabilities had less reports of closeness and higher reports of conflict in their relationship with teachers. Parent-report of inhibitory control and prosocial behavior were positively related to teacher-report closeness and aggression was negatively related to teacher-report closeness. Parent-report of inhibitory control was negatively related to teacher-report conflict and frustration, and aggression was positively related to teacher-report conflict. There were significant findings for all teacher reported variable on both closeness and conflict. Teacher-report of child frustration and aggression was negatively associated with teacher-child closeness and positively associated with teacher-child conflict. Teacher-report of inhibitory control and prosocial behavior was positively associated with teacher-child closeness and negatively associated with teacher-child conflict. Mediation analyses revealed that parent-report of child inhibitory control and teacher-report of prosocial behavior did mediate the association between disability status and teacher-child conflict.
590 $a School code: 0664.
650 4 $a Social research. $3 2122687
650 4 $a Social structure. $3 528995
650 4 $a Teacher education. $3 3172312
650 4 $a Disability studies. $3 543687
690 $a 0344
690 $a 0700
690 $a 0530
690 $a 0201
710 2 $a Oklahoma State University. $b Human Development & Family Science. $3 1032476
773 0 $t Masters Abstracts International $g 57-05(E).
790 $a 0664
791 $a M.S.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10615536