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Peer reviewed Peer reviewed
ERIC Number: EJ749713
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0001-8449
Parents' and Teachers' Perceptions of Adolescent Storm and Stress: Relations with Parenting and Teaching Styles
Hines, Allyn R.; Paulson, Sharon E.
Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, v41 n164 p597 Win 2006
The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress beliefs were identified as parents' and teachers' perceptions of conflict, moodiness, and risk-taking behavior. Scales assessing classic/conforming and positive adolescent behaviors also were included. Self-report assessments of parenting and teaching were administered as well. Results indicated that whereas both parents and teachers held storm and stress beliefs, teachers maintained stronger perceptions than parents. Teachers also endorsed higher classic/conforming and lower positive behaviors than did parents. The results further indicated that parents' perceptions of storm and stress were related to their degree of parental responsiveness; but teachers' perceptions were not related to their teaching style. These results suggest that stereotypic beliefs of the adolescent period continue to be maintained, and that these may influence how adults interact with adolescents. (Contains 3 tables.)
Libra Publishers Inc. 3089C Clairemont Drive PMB 383, San Diego, CA 92117. Tel: 858-571-1414
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A