Teacher Support as a Buffer between Interparental Conflict and Child Social Skills

Autor/inn/en	Spjeldnes, Solveig; Koeske, Gary; Sales, Esther
Titel	Teacher Support as a Buffer between Interparental Conflict and Child Social Skills
Quelle	In: Early Child Development and Care, 180 (2010) 3, S.335-346 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Psychological Needs; Conflict; Interpersonal Competence; Child Rearing; Middle Class; Statistical Analysis; Prediction; Scores; Security (Psychology); Gender Differences; Teacher Student Relationship; Case Studies; Parent Child Relationship; Risk; Personality Traits; School Readiness; Surveys + Suchen Sie Ihr Suchwort? Konflikt; Interpersonale Kompetenz; Kindererziehung; Mittelschicht; Statistische Analyse; Vorhersage; Security; Psychology; Sicherheit; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Risiko; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Readiness for school; School ability; Schulreife; Survey; Umfrage; Befragung
Abstract	This study, conducted in 2004, investigated the direct effect of interparental conflict (IPC) about child-raising issues on the social skills of middle-class US children who attended a suburban preschool and the buffering effect of teacher support (n = 170). Findings indicated that greater IPC was associated with poorer child social skills. The prediction that teacher support buffers the association between such conflict and social skills was not supported. However, using a 3 x 3 two-way between subject ANOVA, the results showed that children with low-conflict versus high-conflict parents had significantly higher social skills scores, as predicted by the emotional security theory. Exploratory analyses found that conflict and teacher support significantly affected children's social skills when controlling for child gender. Girls' social skills scores exceeded boys' scores at every level of conflict and teacher support. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10