Date of this Version
Madison, K. R. (2016) The Moderating Role of the Home Environment and Parenting Beliefs on the Early Achievement Outcomes of Children With Difficult Temperaments (Master’s Thesis).
This study examined the relationship of children’s temperamental attention and activity (at 4-and-a-half years old) and proximal processes (parenting beliefs) and home environment in relation to children’s achievement outcomes. Emphasis was placed on the moderating role of the home environment and parenting beliefs on the relationship between children’s temperament (activity and attention level) and their academic achievement. The use of regression analyses specified that children’s activity and attention were associated with achievement in reading and mathematics at 4-and-a-half years and reading, mathematics, and phonics achievement in the 1st grade. Analyses also depicted home environment and parenting as associated with the children’s reading and mathematics achievement at 4-and-a-half years and reading, mathematics, and phonics achievement in the 1st grade. Conversely, home environment, and parenting beliefs did not significantly moderate the relationship between difficult temperament and achievement outcomes, such that the interaction between temperament and home environment and temperament and parenting beliefs did not significantly impact achievement outcomes at 4-and-a-half years or in the 1st grade. The findings presented signify the importance of understanding how the home environment and parenting beliefs work in concert with children’s temperament to promote or inhibit their academic achievement outcomes.
Advisor: Kathleen M. Rudasill