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

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dc.contributorHernandez-Reif, Maria
dc.contributorUsdan, Stuart L.
dc.contributor.advisorJeon, Hyun-Joo
dc.contributor.authorSmith, LaToya M.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:20:27Z
dc.date.available2017-02-28T22:20:27Z
dc.date.issued2009
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.en_US
dc.format.extent51 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000027
dc.identifier.otherSmith_alatus_0004M_10020
dc.identifier.urihttps://ir.ua.edu/handle/123456789/534
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEnvironmental science
dc.subjectDevelopmental psychology
dc.subjectBehavioral psychology
dc.titleParent and teacher influences on preschool children's emotion regulation, pre-academic and social skillsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. College of Human Environmental Sciences
etdms.degree.disciplineHuman Development and Family Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.levelmaster's
etdms.degree.nameM.S.
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