{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:17876"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:17876","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Screen, Kate Ellen"],"institution":"Victoria University","degree_name":"other","degree_level":"other","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011","date_published":"2011","updated_at":"2026-07-24T06:33:22Z","subjects":["1399 Other Education","1701 Psychology","School of Social Sciences and Psychology"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Screen, Kate Ellen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011"]},{"key":"dc:date.issued","label":"Date","values":["2011"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Social Sciences and Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/17876/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["other"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["other"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["1399 Other Education","1701 Psychology","School of Social Sciences and Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/17876/1/Kate_Screen.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years"]}]}],"canonical_facts":{"dc:creator":["Screen, Kate Ellen"],"dc:date":["2011"],"dc:date.issued":["2011"],"dc:description.abstract":["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."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/17876/1/Kate_Screen.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Social Sciences and Psychology"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/17876/"],"dc:subject":["1399 Other Education","1701 Psychology","School of Social Sciences and Psychology"],"dc:title":["The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["other"],"dc:type.qualificationname":["other"]},"updated_at":"2026-07-24T06:33:22Z"}