Date on Master's Thesis/Doctoral Dissertation
Counseling and Human Development
Counseling and Personnel Services, PhD
Committee Co-Chair (if applicable)
Elementary school teaching; Parenting; Home and school
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.
Barnard, Allison D., "Exploring the associations between teaching behaviors and affect in upper elementary school students before and after controlling for parenting behaviors." (2015). Electronic Theses and Dissertations. Paper 2238.