The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years

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Screen, Kate Ellen (2011) The influence of child-parent and child-teacher relationships on the academic performance of children aged 10-12 years. Other Degree thesis, Victoria University.

Abstract

Academic performance is an important aspect of functioning for all children, particularly during late childhood with the pending transition to high school and subsequent increase in academic demands. Research suggests that it is important for children in late childhood to achieve academically not only to aid their learning as schooling progresses, but also to reduce the likelihood of a range of short and long-term negative outcomes. Factors which affect academic performance have been explored in previous research, however there has been limited research attention given to how children’s relationships in late childhood may influence academic outcomes. While it is recognised that parents and teachers play important roles in children’s lives, and that teachers play a leading role in relation to children’s acquisition of academic skills and knowledge, the level of influence these key relationships have on academic performance scores in late childhood is largely unknown. The current study investigated the effect of Child-Parent and Child-Teacher Attachment relationships on academic performance.

Additional Information

Doctor of Psychology (Clinical Psychology)

Item type Thesis (Other Degree thesis)
URI https://vuir.vu.edu.au/id/eprint/17876
Subjects Current > FOR Classification > 1399 Other Education
Current > FOR Classification > 1701 Psychology
Historical > Faculty/School/Research Centre/Department > School of Social Sciences and Psychology
Keywords child-parent relationships, child-teacher relationships, attachment, children, language ability, math, reading, academic performance, Melbourne metropolitan region, suburbs
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