Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions

Autor/inn/en	Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A.
Titel	Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions
Quelle	In: Elementary School Journal, 114 (2014) 4, S.527-546 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	/10.1086/675637
Schlagwörter	Interpersonal Relationship; Parent Teacher Cooperation; Predictor Variables; Academic Achievement; Social Development; Child Behavior; Behavior Problems; Elementary School Students; Teacher Influence; Parent Influence; Interpersonal Competence; Teacher Attitudes; Parent Attitudes; Congruence (Psychology); Questionnaires; Rating Scales; Statistical Analysis; Behavior Assessment System for Children; Social Skills Rating System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Prädiktor; Schulleistung; Soziale Entwicklung; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten; Congruence; Psychology; Kongruenz; Psychologie; Fragebogen; Rating-Skala; Statistische Analyse
Abstract	Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in understanding reports of child behavior and finding ways to support positive student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10