Perceived Teacher and Parental Acceptance and Behavioral Control, School Conduct, and Psychological Adjustment Among School-Going Adolescents in India
Bibliographic Data
| ID | 7738796 |
|---|---|
| Authors | Parminder Parmar (Pennsylvania State University Worthington Scranton, Dunmoren, corresponding author), Ronald P Rohner (0000-0002-0061-696X, University of Connecticut, Mansfield) |
| Year | 2010 |
| Volume | 44 |
| Issue | 3 |
| Pages | 253-268 |
| Publication date | 2010-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cross-Cultural Research (JOURNAL) |
| Journal identifiers | ISSN: 1069-3971 • E-ISSN: 1552-3578 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1069397110367613 |
| OpenAlex | W2004427513 |
| Language | EN |
| Citations received | 2 |
| References cited | 24 |
This study explored the relationship between Indian adolescents’ perceptions of their teachers’ and parents’ (mothers’ and fathers’) acceptance and behavioral control, students’ conduct in school, and students’ psychological adjustment. A sample of 217 high school students in India was enrolled in the study. Results showed that the students perceived their teachers, mothers, and fathers to be warm and accepting, but boys experienced more teacher acceptance than girls. Boys also experienced more maternal acceptance than girls. Both boys and girls perceived teachers as well as parents to be firm in behavioral control. Teachers reported both genders to be well behaved, though girls tended to be somewhat better behaved than boys. Both boys and girls self-reported minor psychological adjustment problems, though the more caring students perceived both their teachers and parents to be, the better was their psychological adjustment. In addition, the less controlling girls (but not boys) perceived their teachers and parents to be, the better was their psychological adjustment. Regarding school conduct, only perceived paternal and maternal—but not teacher—acceptance were associated with boys’ behavior in school. For girls, however, both teachers’ and parents’ acceptance and behavioral control were significantly correlated with school conduct, though only perceived teacher acceptance made a unique contribution to their school behavior
Control (management · Developmental psychology · Mathematics education · Perception · Psychological control · School teachers · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
The endangered sex
Enhancing relationships between children and teachers.
Motivating Students to Learn
Children's Relationship with Teachers and Bonds with School An Investigation of Patterns and Correlates in Middle Childhood
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development
Social-motivational processes and interpersonal relationships
Children's relationships with adults and peers
The teacher-child relationship and children's early school adjustment
The Prosocial Classroom
Classroom Belonging among Early Adolescent Students
Low- and high-achieving Australian secondary school students
Children's interpersonal behaviors and the teacher–child relationship
"The Parental "Acceptance-Rejection Syndrome
Reliability and Validity of the Parental Control Scale
Parental Warmth, Control, and Involvement in Schooling
Reliability of Measures Assessing the Pancultural Association between Perceived Parental Acceptance-Rejection and Psychological Adjustment
Perceived Parental Acceptance-Rejection and Psychological Adjustment
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2015 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |