{"id":{"repo_id":"uno","oai_identifier":"oai:scholarworks.uno.edu:td-1558"},"canonical_url":"https://search.dev.ndltd.org/etd/uno/oai:scholarworks.uno.edu:td-1558","repository":{"repo_id":"uno","name":"University of New Orleans","base_url":"https://scholarworks.uno.edu/do/oai/"},"display":{"title":"Contextual and Dispositional Influences on Low-Income Children's School Adjustment","abstract":"Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children.","abstract_html":"Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children.","abstract_has_math":false,"creators":["Myers, Sonya Shaniece"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Frick, Paul","Morris, Amanda Sheffield","Scaramella, Laura"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-18T07:00:00Z","date_published":"2007-05-18T07:00:00Z","updated_at":"2026-07-24T05:28:36Z","subjects":["temperament","parenting","teacher-child relationship","school adjustment"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uno.edu/td/558","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frick, Paul","Morris, Amanda Sheffield","Scaramella, Laura"]},{"key":"dc:creator","label":"Author","values":["Myers, Sonya Shaniece"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"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."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["temperament","parenting","teacher-child relationship","school adjustment"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uno.edu/td/558"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children."]},{"key":"dc:title","label":"Title","values":["Contextual and Dispositional Influences on Low-Income Children's School Adjustment"]}]}],"canonical_facts":{"dc:contributor":["Frick, Paul","Morris, Amanda Sheffield","Scaramella, Laura"],"dc:creator":["Myers, Sonya Shaniece"],"dc:description.abstract":["Examination of child temperament and early adult-child relationships is of vital importance to children's socio-emotional development, school success, and the prevention of future problem behaviors. In response, the current project examined the interaction of parenting style, child temperament, and the quality of the teacher-child relationship in predicting low-income children's school adjustment. One hundred fifty-four children (70 girls and 84 boys), their parents, lead teachers, and teacher aides participated in this study with data collected in both preschool (Head Start) and in Kindergarten. Parents completed questionnaires pertaining to parenting styles and child temperament, while teachers also completed questionnaires on child temperament, teacher-child relationships, social / behavioral adjustment at school, and academic achievement. Children also reported on their relationships with teachers using a puppet interview format. Analyses indicate that children's effortful control and negative reactivity are associated with a wide range of academic, behavioral, and socio-emotional variables. Results of the current study also provide evidence that negative reactivity, parental hostility, and teacher-child conflict are related to children's social-emotional and academic difficulties; however, effortful control and reduced teacher-child conflict moderate the effects of these negative factors on lowincome preschoolers' school adjustment. Results are discussed in terms of the utility of intervention efforts aimed at reducing negative parent-child and negative teacher-child relationships in order to promote positive school adjustment for low-income children."],"dc:identifier":["https://scholarworks.uno.edu/td/558"],"dc:subject":["temperament","parenting","teacher-child relationship","school adjustment"],"dc:title":["Contextual and Dispositional Influences on Low-Income Children's School Adjustment"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:28:36Z"}