xii, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Past research demonstrates the importance of parent-child relationships, teacher-child
relationships, and school connectedness on the emotional, behavioral and academic
outcomes of youth. Some studies report declining levels of parent-child, teacher-child
bonds and school connectedness during early adolescence, while other research suggests
little change or that change may be contingent on gender and ethnic differences.
Of the few studies that have examined variation in youths' relationships with their
parents, teachers, and school connectedness during early adolescence, many have relied
on cross-sectional data collection methods. No published research has examined the
interconnection between the parent-child relationship, teacher-child relationship and
school connectedness utilizing a latent growth modeling (LGM) approach.
This dissertation study tested the growth patterns of youths' 1) relationships with
parents, 2) relationships with teachers and 3) school connectedness over the course of middle school. Next, the relationships between growth models were tested to determine
whether changes in parent-child relationship quality influenced youths' declining
perceptions of teacher-child relationships and school connectedness. Differences in
model fit by gender and ethnicity were also tested.
Study participants included 592 ethnically diverse youth recruited in their first
year of middle school (6th grade). These participants were assessed again in i h grade (n
= 524), and 8th grade (n = 467). The sample included a similar number of males (n = 305)
and females (n = 288) and a greater number of students of color (n = 378), in comparison
to European American students (n = 214).
Results from LGM analysis showed the sample as a whole reported declining
levels of parent-child, teacher-child and school connectedness over the course of middle
school; however, the decline in school connectedness was not significant for students of
color. The decline in parent-child relationship quality was associated with l) reductions
in youths' commitment to learning, especially for European American students, 2)
declines in youths' reported perception of their teachers, regardless of gender or ethnicity
and 3) decreased school connectedness, especially for male students. Parent-child
relationship quality in 6th grade also predicted the decline in youths' school
connectedness and teacher-child relationship quality from 6th to 8th grade. / Committee in charge: Elizabeth Stormshak, Chairperson, Counseling Psychology and Human Services;
Krista Chronister, Member, Counseling Psychology and Human Services;
Lauren Lindstrom, Member, Counseling Psychology and Human Services;
Thomas Dishion, Outside Member, Psychology
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/11151 |
| Date | 09 1900 |
| Creators | Falkenstein, Corrina A., 1976- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, Dept. of Counseling Psychology and Human Services, Ph. D., 2010; |
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