Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

IF 2.4 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL International Journal of Behavioral Development Pub Date : 2023-09-10 DOI:10.1177/01650254231198031
Rebecca Slotkin, Karen L. Bierman, Linda N. Jacobson
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Abstract

Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; M age = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent–child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent–child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent–child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.
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校本社会技能训练计划对亲子关系及家长对学校态度的影响
发展研究表明,同伴排斥具有负面的溢出效应,使亲子关系和父母对孩子学校的态度变得紧张。本研究测试了以学校为基础的社交技能训练计划是否可以扭转这些影响,改善亲子关系和家长对学校的态度。参与者包括217名被同龄人拒绝的儿童(57%是白人,17%是黑人,20%是拉丁裔,5%是多种族;男性68%;(年龄= 8.1岁)经社会计量学社会偏好评分鉴定,随机分为干预组或对照组。家长在干预年的开始和结束时对亲子亲密程度和家长对学校的态度进行评分。多层次路径分析表明,干预改善了亲子亲密关系,并且仅对高年级的儿童,改善了父母对学校的态度。进一步的分析表明,干预对亲子亲密关系的影响是直接的,而对学校态度的影响是通过干预相关的教师支持和同伴喜爱的增加来中介的。讨论了干预设计和未来研究的意义。
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来源期刊
CiteScore
6.80
自引率
0.00%
发文量
48
期刊介绍: The International Journal of Behavioral Development is the official journal of the International Society for the Study of Behavioural Development, which exists to promote the discovery, dissemination and application of knowledge about developmental processes at all stages of the life span - infancy, childhood, adolescence, adulthood and old age. The Journal is already the leading international outlet devoted to reporting interdisciplinary research on behavioural development, and has now, in response to the rapidly developing fields of behavioural genetics, neuroscience and developmental psychopathology, expanded its scope to these and other related new domains of scholarship. In this way, it provides a truly world-wide platform for researchers which can facilitate a greater integrated lifespan perspective. In addition to original empirical research, the Journal also publishes theoretical and review papers, methodological papers, and other work of scientific interest that represents a significant advance in the understanding of any aspect of behavioural development. The Journal also publishes papers on behaviour development research within or across particular geographical regions. Papers are therefore considered from a wide range of disciplines, covering all aspects of the lifespan. Articles on topics of eminent current interest, such as research on the later life phases, biological processes in behaviour development, cross-national, and cross-cultural issues, and interdisciplinary research in general, are particularly welcome.
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