Parent and teacher influences on preschool children's emotion regulation, pre-academic and social skills

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dc.contributor Hernandez-Reif, Maria
dc.contributor Usdan, Stuart L.
dc.contributor.advisor Jeon, Hyun-Joo
dc.contributor.author Smith, LaToya M.
dc.date.accessioned 2017-02-28T22:20:27Z
dc.date.available 2017-02-28T22:20:27Z
dc.date.issued 2009
dc.identifier.other u0015_0000001_0000027
dc.identifier.other Smith_alatus_0004M_10020
dc.identifier.uri https://ir.ua.edu/handle/123456789/534
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of the present study is to examine parent and teacher influences on preschool children's emotion regulation, pre-academic and social skills. Parent-reported child behavior (i.e., effortful control and negative affectivity), parent-child relationship, and family emotion expressiveness were highly correlated with children's emotion regulation ability. Parents' reports of their parenting practices were also correlated with children's social skills. Teacher-reported teacher-child relationship was correlated with children's pre-academic and social skills. Teachers' reports of social skills were also correlated with children's pre-academic skills. In multiple regression analyses, children's behavior significantly predicted emotion regulation abilities. Parent-child relationship, family emotion expressiveness, and parenting practices did not predict children's emotion regulation abilities. Teacher-child relationship predicted children's teacher-reported pre-academic and social skills. Parents' reports of children's emotion regulation also predicted their pre-academic skills. However, parent-child relationship did not predict children's pre-academic skills or social skills. Results indicate that the development of child behavior characteristics (i.e., effortful control) contributes to children's development of emotion regulation. In turn, appropriate emotion regulation skills contribute to academic success. Results also indicate that teacher-child relationship quality may be an important factor of preschoolers' early academic and social competence due to children's reliance on teachers as a secure base of support as they explore, ask questions, and maintain greater involvement in classroom activities.
dc.format.extent 51 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Environmental Sciences
dc.subject.other Psychology, Developmental
dc.subject.other Psychology, Behavioral
dc.title Parent and teacher influences on preschool children's emotion regulation, pre-academic and social skills
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. College of Human Environmental Sciences
etdms.degree.discipline Human Development and Family Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.S.


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