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Moderating effect of teacher-student bond on the relationship between parent-child attachment and adolescent outcomes

Author

Ella R. Sargent, University of the Pacific

Date of Award

2016

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational and School Psychology

First Advisor

Linda Webster

First Committee Member

Justin Low

Second Committee Member

Jonathon Sandoval

Third Committee Member

Amy Scott Brown

Abstract

The current study examined the influence of parental warmth/support on adolescent psychological well-being (i.e., depression and psychosocial maturity), and how the impact of parental warmth/support on these outcomes may differ based on the relationship an adolescent is able to develop with at least one teacher at school (i.e., teacher-student bond). It was of particular interest to explore whether a close teacher-student bond might moderate the effect a parent-child relationship lacking warmth and support has on adolescent depressive symptoms and psychosocial maturity. Participants were a sample of 15-year-old adolescents (N= 815) from the NICHD Study of Early Child Care and Youth Development. Multiple regression analyses were conducted to explore the potential interaction effects of teacher bonding and parental warmth/support on depressive symptoms and psychosocial maturity in 15-year-old adolescents. Results suggested that the teacher-adolescent relationship moderated the impact of parental warmth/support on adolescent depression scores for female adolescents only. The teacher-adolescent relationship did not moderate the influence of parental warmth/support on adolescent psychosocial maturity.

Pages

71

ISBN

9781339777986

Recommended Citation

Sargent, Ella R.. (2016). Moderating effect of teacher-student bond on the relationship between parent-child attachment and adolescent outcomes. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/117

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