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The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children's Prosocial and Problem Behaviors.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children's Prosocial and Problem Behaviors./
Author:	Konz, Carlee J.
Description:	1 online resource (61 pages)
Notes:	Source: Masters Abstracts International, Volume: 79-01.
Contained By:	Masters Abstracts International79-01.
Subject:	Educational sociology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355031683

The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children's Prosocial and Problem Behaviors.
Konz, Carlee J.

The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children's Prosocial and Problem Behaviors. - 1 online resource (61 pages)

Source: Masters Abstracts International, Volume: 79-01.

Thesis (M.S.)--Iowa State University, 2017.

Includes bibliographical references

Children's behavior early in life has many short- and long-term implications. The current study investigates the associations among involved positive parenting, classroom emotional support, and children's problem and prosocial behaviors, using Bronfenbrenner's bioecological theory as a theoretical framework. Additionally, classroom emotional support was analyzed to see if it moderated the association between involved positive parenting and children's behaviors. This study examined Head Start classrooms from the FACES 2009 data set, specifically looking at parent-reported positive parenting, observed classroom emotional support, and parent- and teacher-reported children's problem and prosocial behaviors. Regression and interaction models were chosen to run analyses through STATA. Results indicated that involved positive parenting was significantly associated with parent-reported children's prosocial behaviors, while classroom emotional support was negatively associated with teacher-reported children's problem behaviors. Interestingly, classroom emotional support significantly moderated the association between involved positive parenting and parent-reported children's problem behaviors in an unexpected way, with children who had a mismatch in adult-child interactions (i.e. high involved positive parenting and low classroom emotional support) had more problem and less prosocial behaviors at home. Future studies should investigate the cross-context association of children's behaviors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780355031683Subjects--Topical Terms:

555555
Educational sociology.
Subjects--Index Terms:

Child problem behaviorsIndex Terms--Genre/Form:

554714
Electronic books.

The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children's Prosocial and Problem Behaviors.
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500 $a Source: Masters Abstracts International, Volume: 79-01.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lippard, Christine.
502 $a Thesis (M.S.)--Iowa State University, 2017.
504 $a Includes bibliographical references
520 $a Children's behavior early in life has many short- and long-term implications. The current study investigates the associations among involved positive parenting, classroom emotional support, and children's problem and prosocial behaviors, using Bronfenbrenner's bioecological theory as a theoretical framework. Additionally, classroom emotional support was analyzed to see if it moderated the association between involved positive parenting and children's behaviors. This study examined Head Start classrooms from the FACES 2009 data set, specifically looking at parent-reported positive parenting, observed classroom emotional support, and parent- and teacher-reported children's problem and prosocial behaviors. Regression and interaction models were chosen to run analyses through STATA. Results indicated that involved positive parenting was significantly associated with parent-reported children's prosocial behaviors, while classroom emotional support was negatively associated with teacher-reported children's problem behaviors. Interestingly, classroom emotional support significantly moderated the association between involved positive parenting and parent-reported children's problem behaviors in an unexpected way, with children who had a mismatch in adult-child interactions (i.e. high involved positive parenting and low classroom emotional support) had more problem and less prosocial behaviors at home. Future studies should investigate the cross-context association of children's behaviors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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650 4 $a Individual & family studies. $3 1181440
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653 $a Child prosocial behaviors
653 $a Classroom emotional support
653 $a Early childhood
653 $a Involved positive parenting
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690 $a 0518
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710 2 $a Iowa State University. $b Human Development and Family Studies. $3 1185421
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