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The relationships between cognitions of parents regarding problem behaviors of children and parenting stress, cognitions of teachers regarding the same and pareenting stress, as well as parents' cogni...tions about problem beghaviors and teachers' stress were investigated. Participants were 54 parents with kindergarten-aged children and their 4 teachers. Questionnaires for parents inquired about children's problem behaviors and parenting stress, and those for teachers inquired children externalizing their problems. Results indeicated that parents recognized the externalizing of problems and parent had significantly more parenting stress, as well as significantly more cognition of refusing the emotions of their children. Moreover, theachers recognized the externalizing of problems and parent had significantly more parenting stress and significant more cognitions of refusing the emotion for the children. In addition evaluations of externalizing problem behaviors by parents and teachers were significantly correlated. Moreover, parents tended to evaluate externalizing problem behaviors more often than did the teachers. In conclusion, this study identified behavioral traits of children that influence parenting stress, as well as differences between parents' and teacher's cognitions about children's problem behaviors.続きを見る
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