Author Ooi, Rowena Huishan
Title Comparing the effects of mother-child relationship (MCR) and teacher-student relationship (TSR) on child psychological and social well-being
Institute Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University
Year 2015
Supervisor Chong, Wan Har
 
Summary

This study examined and compared the effects of mother-child relationships (MCR) and teacher-student relationships (TSR) on child psychological well-being and social well-being. The quality of MCR and TSR was indicated by student self-report ratings for the areas of support, instrumental help, satisfaction and conflict. The quality of TSR was also indicated by teacher self-report ratings for the areas of instrumental help, satisfaction and conflict. Child psychological well-being was indicated by teacher ratings for the areas of hyperactivity-inattention, emotional symptoms, conduct problems, peer relationship problems, which together gave the total difficulties score. Child social well-being was indicated by teacher ratings for the area of prosocial behaviour. Student ratings of child social well-being were also collected for the areas of task articulation, peer relationships and self-regulation.

The results showed that the quality of MCR as well as the quality of TSR did predict child psychological and social well-being outcomes. The common predictors between the quality of MCR and the quality of TSR for child psychological well-being was support and satisfaction. The common predictor between the quality of MCR and the quality of TSR for child social well-being was satisfaction. The result findings were consistent with existing literature and provided the local context an impetus for greater focus (e.g. training programmes) to be given for the various contexts within which the child resided and formed relationships, i.e. home and school.