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The role of family environment and parent-child relationship on the social emotional behaviors of pre-schoolers
Author
Chua, Wei De
Supervisor
Chong, Wan Har
Abstract
This study seeks to understand how family environment and parent-child relationships affect kindergarten children’s social emotional behaviors in Singapore. Three hundred and eighty six parents complete sets of questionnaires. Multiple regression analysis was conducted for each of the outcome variable measuring the child’s social behavior. Income of the family was found to be a strong indicator for children with high pro social skills scores. Children who had high pro social skills scores were found in families who had high intellectual oriented score or families who had high achievement oriented scores. Another strong indicator for pro social skills scores is parents who reported high parental consistency scores. Income, families who reported a high achievement oriented scores as well as parents who reported high hostility scores emerged as strong indicators for children with reported high peer problems scores. Parents who reported high hostility scores were found to have children with high conduct problems scores. Income as an indicator for SES contributes significantly to the reported high scores on emotional, peer problem as well as pro social skills amongst children.
Date Issued
2015
Call Number
BF721 Chu
Date Submitted
2015