Bad Days Don't End When the School Bell Rings: The Lingering Effects of Negative School Events on Children's Mood, Self-Esteem, and Perceptions of Parent-Child Interaction

Autor/inn/en	Lehman, Barbara J.; Repetti, Rena L.
Titel	Bad Days Don't End When the School Bell Rings: The Lingering Effects of Negative School Events on Children's Mood, Self-Esteem, and Perceptions of Parent-Child Interaction
Quelle	In: Social Development, 16 (2007) 3, S.596-618 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00398.x
Schlagwörter	Parent Child Relationship; Grade 5; Psychological Patterns; Interaction; Anxiety; Self Esteem; Student Attitudes; Interpersonal Communication; Educational Experience; Social Development; Elementary Education + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; Interaktion; Angst; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Interpersonale Kommunikation; Bildungserfahrung; Soziale Entwicklung; Elementarunterricht
Abstract	Each day for five days, 79 fifth-grade children reported on events that occurred at school and they and their parents described their interactions with each other each evening. Consistent with previous research, it was found that on days when children reported more academic or peer problems during the day at school, they later described more aversive interactions with their parents. As hypothesized, increases in anxiety and drops in children's state self-esteem partially mediated this link. However, parents did not report any differences in their interactions with the target child on days when the child experienced problems at school. This study suggests that negative events experienced by children while at school lead to short-term changes in mood and self-esteem, which influence their perceptions of subsequent interactions at home with parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10