University of Illinois Urbana-Champaign

Environmental Incongruence and Divergence in Ratings of Adaptation Among Elementary School Children

Brand, Stephen

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https://hdl.handle.net/2142/72112

Description

Title
Environmental Incongruence and Divergence in Ratings of Adaptation Among Elementary School Children
Author(s)
Brand, Stephen
Issue Date
1992
Doctoral Committee Chair(s)
Felner, Robert D.
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Educational Psychology
  • Psychology, Personality
  • Psychology, Psychometrics
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.
  • 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.
Graduation Semester
1992
Type of Resource
text
Permalink
http://hdl.handle.net/2142/72112

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