{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/72112"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/72112","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Environmental Incongruence and Divergence in Ratings of Adaptation Among Elementary School Children","abstract":"Consistent with transactional theories of personality, studies of teacher and parent ratings of child behavioral adaptation suggest marked divergence between classroom and home levels of adaptation. Differential levels of child adaptation have been found to be linked with perceived classroom and family environment. From a ecological perspective, behavioral adaptation would diverge between the school and the family to the extent that the adaptational demands of these setting are incongruent with one another. Further, greater environmental incongruence might be associated with higher levels of overall psychological distress.","abstract_html":"Consistent with transactional theories of personality, studies of teacher and parent ratings of child behavioral adaptation suggest marked divergence between classroom and home levels of adaptation. Differential levels of child adaptation have been found to be linked with perceived classroom and family environment. From a ecological perspective, behavioral adaptation would diverge between the school and the family to the extent that the adaptational demands of these setting are incongruent with one another. Further, greater environmental incongruence might be associated with higher levels of overall psychological distress.","abstract_has_math":false,"creators":["Brand, Stephen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Felner, Robert D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-17T20:25:14Z","date_published":"2014-12-17T20:25:14Z","updated_at":"2026-07-22T22:26:06Z","subjects":["Education, Educational Psychology","Psychology, Personality","Psychology, Psychometrics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9305474"],"render_values":[{"text":"(UMI)AAI9305474","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/72112","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Felner, Robert D."]},{"key":"dc:creator","label":"Author","values":["Brand, Stephen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-17T20:25:14Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology","Psychology, Personality","Psychology, Psychometrics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/72112","(UMI)AAI9305474"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Consistent with transactional theories of personality, studies of teacher and parent ratings of child behavioral adaptation suggest marked divergence between classroom and home levels of adaptation. Differential levels of child adaptation have been found to be linked with perceived classroom and family environment. From a ecological perspective, behavioral adaptation would diverge between the school and the family to the extent that the adaptational demands of these setting are incongruent with one another. Further, greater environmental incongruence might be associated with higher levels of overall psychological distress.","As expected, the present study found greater divergence between teacher and parent ratings to be related with greater incongruence between perceived classroom and family environment. However, higher levels of psychological distress were not associated with greater incongruence. Thus, environmental incongruence might be linked with differential patterns of situationally-specific behavioral adaptation, rather than levels of overall distress or negative affect. Implications for ecological models of adaptation are discussed.","Made available in DSpace on 2014-12-17T20:25:14Z (GMT). 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Differential levels of child adaptation have been found to be linked with perceived classroom and family environment. From a ecological perspective, behavioral adaptation would diverge between the school and the family to the extent that the adaptational demands of these setting are incongruent with one another. Further, greater environmental incongruence might be associated with higher levels of overall psychological distress.","As expected, the present study found greater divergence between teacher and parent ratings to be related with greater incongruence between perceived classroom and family environment. However, higher levels of psychological distress were not associated with greater incongruence. Thus, environmental incongruence might be linked with differential patterns of situationally-specific behavioral adaptation, rather than levels of overall distress or negative affect. 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