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Peer reviewed Peer reviewed
ERIC Number: EJ534600
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents.
Repetti, Rena L.
Child Development, v67 n4 p1467-82 Aug 1996
Tested the basic hypothesis that failure experiences at school increase the likelihood of aversive parent-child interaction after school. Subjects were 254 elementary school students. Found that children who rated more academic failure events at school described parents as more disapproving after school, but this effect was only partially mediated by increases in the child's aversive behavior. (MOK)
Descriptors: Academic Failure, Age Differences, Behavior Patterns, Child Behavior, Coping, Elementary Education, Elementary School Students, Emotional Experience, Moods, Parent Child Relationship, Parent Participation, Peer Influence, Sex Differences, Stress Variables
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Aversive Stimuli