Publication Date
2023
Document Type
Dissertation/Thesis
First Advisor
Ogg, Julia
Degree Name
M.A. (Master of Arts)
Legacy Department
Department of Psychology
Abstract
As key players in what Bronfenbrenner describes as the mesosystem, parents and teachers interact to play an important and immediate role in child development. While the role of parent involvement and the impact of student teacher relationships are well established in the literature on student outcomes, less is known about how the two function together to impact the student. To expand the literature on this topic, the current study sought to examine how levels of different types of parent involvement (home-based, home-school conferencing, and trust) predict student teacher relationship quality, how parent involvement and student teacher relationships predict student outcomes when examined together, as well as the moderating role parent involvement may play in the association between student teacher relationships and outcomes. Academic and social-emotional outcomes were examined in a sample of kindergarten students. Although the results did not support the moderating role of parent involvement, other important associations impacting both student teacher relationships and student outcomes were supported, further solidifying the important role of parents and teachers in a student’s life.
Recommended Citation
Laffoon, Riley, "Parent Involvement and Student Teacher Relationships in Predicting Student Outcomes" (2023). Graduate Research Theses & Dissertations. 7334.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7334
Extent
78 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
