Detail The effects of parenting stress and attention problems on academic achievement for children with disruptive behavior problems Bibliografi Author: Imperato-McCammon, Carolyn ; Kamphaus, Randy W. (Advisor) Topik: EDUCATION; EDUCATIONAL PSYCHOLOGY|SOCIOLOGY; INDIVIDUAL AND FAMILY STUDIES|PSYCHOLOGY; CLINICAL Bahasa: (EN )    ISBN: 0-599-06753-5     Penerbit: UNIVERSITY OF GEORGIA     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9908609.pdf (0.0B; 13 download) Abstract Research has shown that disruptive behavior problems and learning difficulties are linked. Disruptive behaviors have also been associated with high levels of parenting stress. This study proposed a model of academic achievement for children with disruptive behavior problems that included parenting stress and attention problems. The sample of children was selected from consecutive referrals to a university based clinic. Children identified for the sample had T-scores above 60 on at least two scales, Aggression, Hyperactivity, and/or Conduct Problems, on the BASC-PRS (Reynolds & Kamphaus, 1992). Attention problems estimation for these children was also based on ratings on the BASC-PRS (Reynolds & Kamphaus, 1992). Parenting stress was assessed with the Parenting Stress Index (Abidin, 1990). Based on content validity and reliability estimates, composites were created to assess the predictability of selected components of parenting stress on achievement. Academic achievement was assessed by teacher ratings on the Learning Problems and Study Skills scales of the BASC-TRS (Reynolds & Kamphaus, 1992), which served as the criterion measures. Multiple regression analyses were conducted with parenting stress variables and the academic achievement skills. None of the parenting stress variables emerged as significant predictors for either learning problems or study skills. Additional analyses were conducted to determine if parenting stress variables or attention problems were better predictors of achievement. The only significant finding was that attention problems predicted learning problems. The implications of the findings for previous research and understanding of the relationship between attention problems and academic achievement for children with disruptive behavior problems was discussed. Most importantly, parenting stress variables did not predict academic achievement; hence, it's importance is called into questions. Limitations of this study were identified and addressed in a discussion of future research studies. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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