Academic achievement and peer relationship of children in care: the moderator role of temperament and social support

Download

index.pdf

Date

2018

Author

Erel Gözağaç, Sema

Metadata

Show full item record

Item Usage Stats

476
views

132
downloads

The present study aimed to investigate whether children in care differ from home- reared children in academic achievement and peer relationships and to examine the factors underlying individual differences in these developmental outcomes. Perceived social support and negative affect were taken as moderators. The present study included 365 children; 142 of them were from residential care settings, and 223 of them were selected from the classrooms that these youngsters were attending. Child- Adolescent Social Support Scale, Peer Victimization Scale, and measurement of peer- acceptance/rejection were filled by children in order to measure perceived social support and peer relationships. Caregivers or mothers filled in the temperament questionnaire. Academic achievement of children was evaluated by behavioral academic engagement and grades of children. To compare children in care and family- reared children, MANOVA analyses were conducted. Results indicated children in care showed poorer academic achievement and peer relationships than children living with their parents, except peer-acceptance. In addition, hierarchical regression analyses were conducted for each developmental outcome to assess the direct and moderator roles of social support and temperament. Social support perceived from caregivers/mothers and teachers, and temperament (i.e. effortful control and perceptual sensitivity) significantly predicted child outcomes. Moreover, the interaction between rearing condition and negative affect was marginally significant in predicting peer-rejection. Also, three-way interaction between rearing condition, teacher support, and negative affect was marginally significant in predicting academic engagement. To be more precise, perceived teacher support increased academic engagement of children in care when they were with low negative affect.

Subject Keywords

Foster children., Adopted children., Academic achievement., Children, Children, Children, Psychology M.S. thesis

URI

http://etd.lib.metu.edu.tr/upload/12622691/index.pdf
https://hdl.handle.net/11511/27696

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The relationships between parental emotion expressivity, children’s temperament and children’s coping strategy Eyüpoğlu, Hilal; Kazak Berument, Sibel; Department of Psychology (2006) This study aims to investigate the relations between the dimensions of parental expressivity which are positivity, negative dominant expressivity, negative submissive expressivity, family environment and child’s coping strategies, and the effect of child temperament on this relation .111 preschool children between the ages of 4 and 6 years and their families participated in the study. Family expressivity as assessed with Halberstadt’s Self Expressivennes in the Family Questionnaire. Three subscales of Famil...
The mediator role of parenting behaviors between children's witnessing interparental violence and children's coping with interpersonal and academic stressors Sarıot, Özge; Fışıloğlu, Hürol; Department of Psychology (2011) The study aims to investigate the role of parenting behaviors as a mediator, between children's witnessing of interparental violence and coping ways of children with interpersonal and academic stressors. For the purpose of assesment, The Conflict Tactic Scale Adapted for Italian Youngsters and The Question Set about Parental Abuse towards Children have been translated into Turkish and their psychometric properties therein were tested on 10-12 year-old children. With the same aged sample group which involved...
First grade elementary school students’ feelings and perceptions of school Çevikbaş, Seher; Engin Demir, Cennet; Department of Curriculum and Instruction (2016) The objective of this study was to investigate first grade elementary school students’ feelings and perceptions of school. In line with this purpose, how students attending schools located in different SES neighborhoods perceived the school and what their feelings about school were as well as whether there was a change in students’ feelings and perceptions of school in fall and spring semesters were investigated. This qualitative phenomenological inquiry was carried out in three elementary schools in Ankara...
Decisions and justifications of Turkish children about social exclusion/inclusion concerning gender, disadvantaged groups and aggressiveness in relation to age and prosocial behaviour Gönül, Buse; Şahin Acar, Başak; Department of Psychology (2014) The main aim of the current study is to explore children’s decision and justification patterns on social exclusion and inclusion, across gender, disadvantaged groups, and aggressiveness themes in different social contexts. In order to have a complementary insight about the issue, the predictive role of individual factors, as age and prosocial behavior were also examined. 150 children from two age groups of 10 and 13 completed a questionnaire, including three tasks as; forced-choice questions about daily int...
The Effect of maternal parentification history, maternal attachment styles, socioeconomic status and children’s self-construals on parentification roles and perceived parental caregiving Karagöbek, Ayşe Büşra; Şahin Acar, Başak; Department of Psychology (2014) This thesis study aimed to explore how well the maternal history of parentification, adult attachment styles, self-construal of children and SES of the family contribute to explain the variability on parentification behaviors of children. The sample comprised 92 mother-child dyads. Mothers’ mean age was 40.11 (SD = 5.56), and mean education level of 2.45 (SD = 1.25). Children’s mean age was 12.56 (SD = .63). Mothers were given the Filial Responsibility Scale- Adult Version (Jurkovic, Thirkield, and Morrell,...

Citation Formats

S. Erel Gözağaç, “Academic achievement and peer relationship of children in care: the moderator role of temperament and social support,” M.S. - Master of Science, Middle East Technical University, 2018.