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Date of Award
Dissertation - Pacific Access Restricted
Doctor of Philosophy (Ph.D.)
Educational and School Psychology
First Committee Member
Second Committee Member
Third Committee Member
Amy Scott Brown
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.
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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