Examining a Self-Report Measure of Parent-Teacher Cocaring Relationships and Associations with Parental Involvement

Autor/inn/en	Lang, Sarah N.; Schoppe-Sullivan, Sarah J.; Jeon, Lieny
Titel	Examining a Self-Report Measure of Parent-Teacher Cocaring Relationships and Associations with Parental Involvement
Quelle	In: Early Education and Development, 28 (2017) 1, S.96-114 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1195672
Schlagwörter	Measurement Techniques; Parent Participation; Questionnaires; Interpersonal Relationship; Parents; Preschool Teachers; Child Care; Factor Analysis; Factor Structure; Construct Validity; Child Development; Correlation; Young Children; Hierarchical Linear Modeling; Qualitative Research + Suchen Sie Ihr Suchwort? Messtechnik; Elternmitwirkung; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Faktorenanalyse; Faktorenstruktur; Kindesentwicklung; Korrelation; Frühe Kindheit; Qualitative Forschung
Abstract	By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children's development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12-36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents' perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents' perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01