{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/87139"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/87139","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The relationship between parental attitudes and children's academic readiness for first-grade entry","abstract":"This study investigated the relationship of both mother's and father's attitudes to their child's academic readiness for first grade. The five parental attitudes considered were: Creativity, Frustration, Control, Play, and Teaching-Learning. Academic readiness was defined in terms of pre-reading and quantitative skills. Sixty kindergarten children and their parents completed the Metropolitan Readiness Test (MRT) and the Parent as a Teacher (PAAT) Inventory, respectively. Correlation coefficients were computed between the MRT Pre-Reading Composite and Quantitative scores, and the five subset and total scores of the PAAT. Multiple regression analyses were performed to determine the best possible predictors of children's MRT scores. Results showed that parental attitudes have a significant influence on children's academic readiness. When the total sample of parents and children were considered, parents having positive attitudes concerning their children's creative development, play, and the teaching-learning process had children with correspondingly higher pre-reading skills. Control for parent sex showed that this was a significant differential factor, but other factors were found to have stronger effects. Control for both parent and child sex indicated that girls are strongly influenced by their mothers' attitudes. For mothers with college degrees, the relationship to their children’s quantitative readiness was negative. Fathers with college degrees possessed attitudes which favorably influenced their children's pre-reading readiness. No definite trend was found when controlling for family income, indicating that a broader measure of socioeconomic status may be a more useful control variable.","abstract_html":"This study investigated the relationship of both mother's and father's attitudes to their child's academic readiness for first grade. The five parental attitudes considered were: Creativity, Frustration, Control, Play, and Teaching-Learning. Academic readiness was defined in terms of pre-reading and quantitative skills. Sixty kindergarten children and their parents completed the Metropolitan Readiness Test (MRT) and the Parent as a Teacher (PAAT) Inventory, respectively. Correlation coefficients were computed between the MRT Pre-Reading Composite and Quantitative scores, and the five subset and total scores of the PAAT. Multiple regression analyses were performed to determine the best possible predictors of children's MRT scores. Results showed that parental attitudes have a significant influence on children's academic readiness. When the total sample of parents and children were considered, parents having positive attitudes concerning their children's creative development, play, and the teaching-learning process had children with correspondingly higher pre-reading skills. Control for parent sex showed that this was a significant differential factor, but other factors were found to have stronger effects. Control for both parent and child sex indicated that girls are strongly influenced by their mothers' attitudes. For mothers with college degrees, the relationship to their children’s quantitative readiness was negative. Fathers with college degrees possessed attitudes which favorably influenced their children's pre-reading readiness. No definite trend was found when controlling for family income, indicating that a broader measure of socioeconomic status may be a more useful control variable.","abstract_has_math":false,"creators":["Papadales, Rosamond Vaughan"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Family and Child Development","degree_department":"Family and Child Development","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982","date_published":"1982","updated_at":"2026-07-22T22:19:42Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/87139","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Family and Child Development"]},{"key":"dc:creator","label":"Author","values":["Papadales, Rosamond Vaughan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-01-31T17:50:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-31T17:50:35Z"]},{"key":"dc:date.issued","label":"Date","values":["1982"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Family and Child Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/87139"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the relationship of both mother's and father's attitudes to their child's academic readiness for first grade. The five parental attitudes considered were: Creativity, Frustration, Control, Play, and Teaching-Learning. Academic readiness was defined in terms of pre-reading and quantitative skills. Sixty kindergarten children and their parents completed the Metropolitan Readiness Test (MRT) and the Parent as a Teacher (PAAT) Inventory, respectively. Correlation coefficients were computed between the MRT Pre-Reading Composite and Quantitative scores, and the five subset and total scores of the PAAT. Multiple regression analyses were performed to determine the best possible predictors of children's MRT scores. Results showed that parental attitudes have a significant influence on children's academic readiness. When the total sample of parents and children were considered, parents having positive attitudes concerning their children's creative development, play, and the teaching-learning process had children with correspondingly higher pre-reading skills. Control for parent sex showed that this was a significant differential factor, but other factors were found to have stronger effects. Control for both parent and child sex indicated that girls are strongly influenced by their mothers' attitudes. For mothers with college degrees, the relationship to their children’s quantitative readiness was negative. Fathers with college degrees possessed attitudes which favorably influenced their children's pre-reading readiness. No definite trend was found when controlling for family income, indicating that a broader measure of socioeconomic status may be a more useful control variable."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The relationship between parental attitudes and children's academic readiness for first-grade entry"]}]}],"canonical_facts":{"dc:contributor.department":["Family and Child Development"],"dc:creator":["Papadales, Rosamond Vaughan"],"dc:date.accessioned":["2019-01-31T17:50:35Z"],"dc:date.available":["2019-01-31T17:50:35Z"],"dc:date.issued":["1982"],"dc:description.abstract":["This study investigated the relationship of both mother's and father's attitudes to their child's academic readiness for first grade. The five parental attitudes considered were: Creativity, Frustration, Control, Play, and Teaching-Learning. Academic readiness was defined in terms of pre-reading and quantitative skills. Sixty kindergarten children and their parents completed the Metropolitan Readiness Test (MRT) and the Parent as a Teacher (PAAT) Inventory, respectively. Correlation coefficients were computed between the MRT Pre-Reading Composite and Quantitative scores, and the five subset and total scores of the PAAT. Multiple regression analyses were performed to determine the best possible predictors of children's MRT scores. Results showed that parental attitudes have a significant influence on children's academic readiness. When the total sample of parents and children were considered, parents having positive attitudes concerning their children's creative development, play, and the teaching-learning process had children with correspondingly higher pre-reading skills. Control for parent sex showed that this was a significant differential factor, but other factors were found to have stronger effects. Control for both parent and child sex indicated that girls are strongly influenced by their mothers' attitudes. For mothers with college degrees, the relationship to their children’s quantitative readiness was negative. Fathers with college degrees possessed attitudes which favorably influenced their children's pre-reading readiness. No definite trend was found when controlling for family income, indicating that a broader measure of socioeconomic status may be a more useful control variable."],"dc:description.degree":["Master of Science"],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10919/87139"],"dc:language.iso":["en_US"],"dc:publisher":["Virginia Polytechnic Institute and State University"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["The relationship between parental attitudes and children's academic readiness for first-grade entry"],"dc:type":["Thesis"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Family and Child Development"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:42Z"}