Date on Master's Thesis/Doctoral Dissertation

8-2015

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Counseling and Human Development

Degree Program

Counseling and Personnel Services, PhD

Committee Chair

Possel, Patrick

Committee Co-Chair (if applicable)

Adelson, Jill

Committee Member

Adelson, Jill

Committee Member

Hardesty, Patrick

Committee Member

Brubaker, Robert

Subject

Elementary school teaching; Parenting; Home and school

Abstract

This study explored the associations between student perceived teaching behaviors and negative and positive affect in upper elementary age students, both before and after controlling for perceived parenting behaviors. The Teaching Behavior Questionnaire (TBQ), the Alabama Parenting Questionnaire (APQ), and the Positive and Negative Affect Schedule for Children (PANAS-C) were completed by 777 students in third through fifth grade across nine elementary schools. Two-level hierarchical linear model (HLM) analyses not controlling for parenting behavior found that the Instructional Teaching Behavior scale of the TBQ was negatively associated with negative affect (NA) and positively associated with positive affect (PA). The Socio-Emotional Teaching Behavior scale was positively associated with NA and PA. Negative Teaching Behavior was positively associated with NA but not associated with PA, and the Organizational Behavior scale was not associated with either NA or PA. When parenting behaviors were controlled for in two-level HLM analyses, the NA associations with Instructional Behavior, Negative Teaching Behavior, and Socio-Emotional Behavior held up, but no associations with PA remained. Implications of the findings for education and mental health personnel are discussed.

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