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- W1990222757 abstract "This study was designed to determine whether mother-teacher congruence in perceptions of a child's overall competence and engagement in school was related to the child's academic achievement. The sample consisted of 117 mothers and 45 teachers of a first-or fourth-grade child; the sample of mothers had relatively low annual family household incomes and were from diverse racial backgrounds. The children of mother-teacher dyads who were relatively high in congruence (i.e., dyads who had similar perceptions of the child's overall competence and school engagement) had significantly higher standardized grade point averages in school than did the children of mother-teacher dyads who were relatively low in congruence (i.e., dyads who had less similar perceptions of the child's overall competence and school engagement). Hierarchical regression analyses revealed that within the fourth-grade sample, mother-teacher congruence significantly contributed to children's report card grades after mothers' and teachers' individual perceptions entered the regression equation. Mothers' and teachers' perceptions of the child's competence and engagement in school were moderately and positively correlated. Little evidence was found to suggest that the relationship between mother-teacher congruence and children's academic achievement differs based on the mother's ethnicity. The findings point to parent-teacher congruence in perceptions of the child as a promising focus of experimental attempts to strengthen linkages between home and school." @default.
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- W1990222757 date "1997-01-01" @default.
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- W1990222757 title "Mother-teacher congruence in perceptions of the child's competence and school engagement: links to academic achievement" @default.
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- W1990222757 doi "https://doi.org/10.1016/s0193-3973(97)80006-8" @default.
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