The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years

Academic performance is an important aspect of functioning for all children, particularly during late childhood with the pending transition to high school and subsequent increase in academic demands. Research suggests that it is important for children in late childhood to achieve academically not only to aid their learning as schooling progresses, but also to reduce the likelihood of a range of short and long-term negative outcomes. Factors which affect academic performance have been explored in previous research, however there has been limited research attention given to how children’s relationships in late childhood may influence academic outcomes. While it is recognised that parents and teachers play important roles in children’s lives, and that teachers play a leading role in relation to children’s acquisition of academic skills and knowledge, the level of influence these key relationships have on academic performance scores in late childhood is largely unknown. The current study investigated the effect of Child-Parent and Child-Teacher Attachment relationships on academic performance.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

other

Grantor dc:publisher.institution

Victoria University

Year dc:date.issued

2011

Author dc:creator

• Screen, Kate Ellen

• 1399 Other Education
• 1701 Psychology
• School of Social Sciences and Psychology

Language dc:language

en