University of Illinois Urbana-Champaign

Children's Relationships With Parents, Teachers, and Peers: Linkages With Internalizing and Externalizing Behavior

Lambert, Sharon Folasade Marie

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/82269

Description

Title
Children's Relationships With Parents, Teachers, and Peers: Linkages With Internalizing and Externalizing Behavior
Author(s)
Lambert, Sharon Folasade Marie
Issue Date
1999
Doctoral Committee Chair(s)
  • Gary Ladd
  • Rudolph, Karen
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Social
Language
eng
Abstract
Examined children's relationships with parents, teachers, and peers and associations with emotional and behavioral adjustment in kindergarten. Parent-child relationships were differentially associated with withdrawn behavior, aggressive behavior, and loneliness. Relationships with teachers and peers moderated the associations between the parent-child relationship and adjustment. Analyses revealed support for school relationships as exacerbating factors, but less support for school relationships as protective factors. A close relationship with the teacher protected against concurrent externalizing behavior for children who experienced low mutual warmth with parents. Mutual best friendship and peer group acceptance, did not act as protective factors. Negative relationship experiences with peers did, however, serve to exacerbate concurrent and later adjustment problems for children who experienced low mutual warmth, low contingent responding, or high hostility with parents. This type of effect was not found for conflictual teacher-child relationships. Results differed for boys and girls. These data highlight the importance of examining children's relationships at home and at school in order to best understand emotional and behavioral adjustment.
Graduation Semester
1999
Type of Resource
text
Permalink
http://hdl.handle.net/2142/82269

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Psychology
Dissertations and Theses from the Dept. of Psychology