Demographic Moderators Of Kindergarten School Adjustment And Parent-teacher Concordance Of Child Behavior

Open Access
Hoover, Olivia Rebecca
Area of Honors:
Bachelor of Science
Document Type:
Thesis Supervisors:
  • Dr. Kristin Ann Buss, Thesis Supervisor
  • Rick R Jacobs, Honors Advisor
  • concordance
  • school adjustment
  • parent-teacher
  • kindergarten
  • child behavior
Although the outcomes of children’s schooling and their ability to adjust to this novel transition have many contributing factors, it can be assumed that both the parents and the teachers have significant roles in the children’s level of success. However, what are the determining factors of the level of influence these adults have on the children’s educational success? Do parents and teachers agree when rating the children’s behavior, and does this agreement translate to school adjustment? The present study attempts to provide answers to these complex questions that are asked by parents, teachers, counselors, and other school staff members in order to guide children towards better school outcomes. The participants were 84 children enrolled in kindergarten from the Midwest United States who are part of a larger longitudinal study of emotional development. Parents and teachers completed questionnaires regarding the children’s school adjustment and behavior in both the fall and spring. Parent and teacher concordance in the fall, as well as the effect of moderators on concordance, were evaluated. A school adjustment factor was calculated, and the significance of the moderators on this factor was evaluated as well. Marital status and maternal education were significant predictors of parent-teacher concordance, and paternal education predicted school adjustment. Parent-teacher concordance on reports of conduct problems was shown to predict school adjustment. These findings are beneficial to parents, teachers, and other school administration in understanding the relationships between parent-teacher concordance and school adjustment, and the means to promote better school adjustment.