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- W4376866367 abstract "Objectives The purpose of this study was to investigate the effect of parental monitoring and teacher support variables perceived by upper elementary school students on their school adjustment, and to examine whether parental monitoring and teacher support variables have an interaction effect on school adjustment in upper elementary grades.
 Methods For this purpose, data were collected from 223 elementary school students from 4th to 6th grade. Finally, 196 data were analyzed for the final analysis. The collected data were processed with the reliability analysis, Pearson correlation analysis, normality test and two-way ANOVA by using the SPSS 28.0 statistics program.
 Results The results of the study were as follows: First, each variable showed a statistically significant correlations. Second, When parental monitoring and teacher support affect school adjustment, the interaction effect between the two variables was also confirmed.
 Conclusions Based on the results of this study, in establishing an intervention plan to improve school adjustment of elementary school students, schools and families are first connected to create a home and school environment so that students can perceive a high level of parental monitoring and teacher support. If it is possible, it is possible to expect that it can provide meaningful help in improving school adjustment. And for teachers who are concerned about school maladjustment due to low parental monitoring and parents who are concerned about school maladjustment due to low teacher support, either high teacher support or high parental monitoring mediates the negative effects of low parental monitoring and low teacher support. It is meaningful in that it suggests that the expectation that there is an effect is also possible." @default.
- W4376866367 created "2023-05-18" @default.
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- W4376866367 date "2023-05-15" @default.
- W4376866367 modified "2023-09-29" @default.
- W4376866367 title "The Effects of Perceived Parental Monitoring and Teacher Support on School Adjustment in Upper Elementary School Students" @default.
- W4376866367 doi "https://doi.org/10.22251/jlcci.2023.23.9.539" @default.
- W4376866367 hasPublicationYear "2023" @default.
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