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<p>The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.</p>

<p>The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.</p>

Philosophiae Doctor - PhD / The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting. / South Africa

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A great deal of research suggests that a close relationship with a teacher in preschool plays a significant role in promoting school readiness (Mashburn & Pianta, 2006). How exactly this relationship might impact children's acquisitions of skills, however, is not well understood. Strong theoretical arguments suggest both children's motivation and attention control as likely explanatory mechanisms in this association. These two learning-related behaviors have been described for preschoolers within the framework of Approaches to Learning as Competence Motivation and Attention/Persistence (McDermott, Leigh, & Perry, 2002). To test these variables as potential mediators, data were analyzed from 115 Head Start children scheduled to enter kindergarten the following year. Teachers completed a measure of teacher-child attachment in the fall, and a measure of Approaches to Learning in the winter. Children were directly assessed on school readiness at the end of the year. Regression analyses were conducted to test two mediation models. Results indicated Attention/Persistence but not Competence Motivation as a significant mediator in the association between teacher-child relationships in preschool and school readiness. Implications for intervention with low-income preschoolers are discussed.

Abstract This research is to probe into the parent-child relationship and the learning adaptation of the foreign spouses¡¦ children. This study used a questionnaire that was designed using the ¡§Demographic Survey¡¨, the ¡§Father-Child Relationship Scale¡¨, the ¡§Mother-Child Relationship Scale¡¨, and the ¡§Learning Adaptation Scale¡¨. We received 161 usable samples from third to sixth-grade. The data was analyzed using statistical methods such as descriptive statistics, t-test, one way ANOVA , Pearson¡¦s correlation , and multiple regression. The major results are as follows: 1.The some demographic variables including birth order , grade level of elementary school and the contact windows with the teacher in a family of the foreign spouses¡¦ children had no significant influence on their learning adaptation. 2.The girls are significant superior to the boys in learning adaptation. 3.The foreign spouses¡¦ children from small families are significant superior to the foreign spouses¡¦ children from the extended families and the kinship families. 4.The foreign spouses¡¦ children whose mothers¡¦ nationality had significant influence on their learning adaptation. 5.The foreign spouses¡¦ children whose mothers can write Chinese are significant superior to the foreign spouses¡¦ children whose mothers can¡¦t write Chinese. 6.All aspects of the father-child relationships had significant influence on the learning adaptation of the foreign spouse ¡¦ children , the foreign spouses¡¦ children had the better father-child relationship , they had better learning adaptation. 7.All aspects of the mother-child relationships had significant influence on the learning adaptation of the foreign spouse ¡¦ children , the foreign spouses¡¦ children had the better mother-child relationship , they had better learning adaptation. 8.This study compared with the study with no foreign spouses prove that parent-child relationship is the chief reason in learning adaptation. According to the findings , suggestions were provided for the parents , educational authorities and the future researches.

It has long been recognized that childhood bereavement is a risk factor for depression in adulthood. Research also has consistently demonstrated that parental depression is linked to poor parent-child relationship quality. The current study examined whether bereavement in childhood increases likelihood of current depressive symptoms among parents and explored whether this vulnerability in the parent then alters the quality of the parent-child relationship. Archival data for a sample of 86 families (N=176 parents) are drawn from the Family & Kid Connection project led by Dr. Shelley Riggs. Instruments utilized include the Background Information Questionnaire, the Symptom Assessment-45 Questionnaire, and the Parenting Relationship Questionnaire. Using the Actor-Partner Interdependence Model, Multilevel Modeling procedures explored the hypothesis that parental depression mediates the association between parents’ childhood bereavement and their perception of the parent-child relationship. Results show a significant relationship between parental (actor) depressive symptoms and parent-child attachment, indicating the need for therapeutic interventions targeting the parent-child relationship, and not just parents, for parents suffering from depression.

Past research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship quality, 4) child gender as a moderator between relationship quality and child outcomes both concurrently and over time and 5) the influence of teacher gender and teacher-child gender match on relationship quality. Using data from the NICHD Study of Early Childcare and Youth Development (SECCYD), these questions were explored in a sample of 682 children at first, third, and fifth grade. Analyses revealed relative stability in teacher-child relationship quality across grade level with no significant gender differences in stability. However, girls were consistently rated higher in closeness and boys higher in conflict across the grade levels. The child's affiliative orientation toward the teacher was found to partially mediate the link between child gender and relationship quality, such that girls' greater affiliation predicted greater closeness and lower conflict with the teacher. Child gender was found to moderate associations within grade level, such that closeness was associated with greater social competence for girls than boys. Conflict was also associated with more externalizing behaviors for girls than boys. Teacher-child gender match was also found to play a significant role in predicting teacher-child closeness. This study highlights important and significant contributions gender makes to teacher-child relationship quality.

Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children.