The family context of parenting in children's adaptation to elementary school /

This volume summarizes research results to date in a longitudinal study of children's transition to elementary school. A contextual approach encompasses the effects of five domains: psychological adjustment of family members, quality of parent-child relationships, quality of the parents' relationship as a couple, intergenerational transmission of relationship patterns, and stressors and supports outside the family. As such, a thorough systemic approach is utilized. It includes detailed methodology with psychometrics of the measures used. Ensuing chapters focus on the effects of parenting styles, marital quality, and children's self-perceptions on social, emotional, and academic outcomes. Beyond immediate family influences, the research investigates influences of parents' perceptions of their own relationships to their parents and the effects of parents' work experiences outside the home. Effects of family process and structure are also assessed. Preventive interventions are explored with respect to parent-child relationships and couples' relationships. Concluding chapters integrate the study findings with respect to the five contextual domains, with particular emphasis on family interactions and parenting styles. The compiled volume is an excellent resource for all students, teachers, researchers, and professionals who maintain a systemic focus on children's successful adaptation to school. ^BSumming Up: Highly recommended. Upper-division undergraduates and above. M. F. Russo Slippery Rock University of Pennsylvania