The teacher-Cmld relationship patterns as correlates of childeren's school adjustment In kindergarten
| dc.contributor.advisor | Yimer, Makonnin(PhD) | |
| dc.contributor.author | Mikre, Fisseha | |
| dc.date.accessioned | 2018-07-13T06:02:42Z | |
| dc.date.accessioned | 2023-11-10T12:27:05Z | |
| dc.date.available | 2018-07-13T06:02:42Z | |
| dc.date.available | 2023-11-10T12:27:05Z | |
| dc.date.issued | 2001-06 | |
| dc.description.abstract | Teacher reports of children's relationship, competence and problem behaviors are important sources of information in school psychology. This study examines teacher-child relationships as correlates of children's school adjustment paradigm. Patterns of kindergarten teacher's perceptions of their relationship with children were described in a cluster analysis for 305 children on a teacher report measure. Three patterns of relationships were described: More positively involved , functional average, and negatively involved . Children in the three patterns significantly differ in school adjustment. Children with whom kindergarten teachers reported a positive relationship were better adjusted in school and had warm, close and communicative relationships than those whom the teachers report negative relationships. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/8398 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Univerisity | en_US |
| dc.subject | Education | en_US |
| dc.title | The teacher-Cmld relationship patterns as correlates of childeren's school adjustment In kindergarten | en_US |
| dc.type | Thesis | en_US |