The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children’s Prosocial and Problem Behaviors

dc.contributor.advisor Christine Lippard
dc.contributor.author Konz, Carlee
dc.contributor.department Human Development and Family Studies
dc.date 2018-08-11T18:09:21.000
dc.date.accessioned 2020-06-30T03:03:10Z
dc.date.available 2020-06-30T03:03:10Z
dc.date.copyright Sun Jan 01 00:00:00 UTC 2017
dc.date.embargo 2001-01-01
dc.date.issued 2017-01-01
dc.description.abstract <p>Children’s behavior early in life has many short- and long-term implications. The current study investigates the associations among involved positive parenting, classroom emotional support, and children’s problem and prosocial behaviors, using Bronfenbrenner’s bioecological theory as a theoretical framework. Additionally, classroom emotional support was analyzed to see if it moderated the association between involved positive parenting and children’s behaviors. This study examined Head Start classrooms from the FACES 2009 data set, specifically looking at parent-reported positive parenting, observed classroom emotional support, and parent- and teacher-reported children’s problem and prosocial behaviors. Regression and interaction models were chosen to run analyses through STATA. Results indicated that involved positive parenting was significantly associated with parent-reported children’s prosocial behaviors, while classroom emotional support was negatively associated with teacher-reported children’s problem behaviors. Interestingly, classroom emotional support significantly moderated the association between involved positive parenting and parent-reported children’s problem behaviors in an unexpected way, with children who had a mismatch in adult-child interactions (i.e. high involved positive parenting and low classroom emotional support) had more problem and less prosocial behaviors at home. Future studies should investigate the cross-context association of children’s behaviors.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/15339/
dc.identifier.articleid 6346
dc.identifier.contextkey 11051261
dc.identifier.doi https://doi.org/10.31274/etd-180810-4967
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/15339
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/29522
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/15339/Konz_iastate_0097M_16546.pdf|||Fri Jan 14 20:39:31 UTC 2022
dc.subject.disciplines Pre-Elementary, Early Childhood, Kindergarten Teacher Education
dc.subject.keywords Child Problem Behaviors
dc.subject.keywords Child Prosocial Behaviors
dc.subject.keywords Classroom Emotional Support
dc.subject.keywords Early Childhood
dc.subject.keywords Involved Positive Parenting
dc.title The Role of Involved Positive Parenting and Classroom Emotional Support on Preschool Children’s Prosocial and Problem Behaviors
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
relation.isOrgUnitOfPublication aa55ac20-60f6-41d8-a7d1-c7bf09de0440
thesis.degree.discipline Human Development and Family Studies
thesis.degree.level thesis
thesis.degree.name Master of Science
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