The Relationship Between Father And Mother Parenting And School Adjustment Of Children In Grade One

Family and school are important living and learning environment to children. Many researchers were engaged in the researches on the relation between father and mother parenting and Children's school adjustment, because of their theoretical and realistic significances. At present, most researchers chose urban children and adolescents rather than rural ones as research participants. The present research explored the relationship between father and mother parenting and Children's school adjustment comprehensively and systematically, with a sample of 332 children selected from seven primary schools in Zoucheng City, Shandong Province. The following findings were obtained in the current study:1 Ranked in descending order, fathers' scores on the factors of the Parental Acceptance-Rejection/Control Questionnaire displayed the same arrangement as mothers'. warmth-affection takes the first place, hostility-aggression the second, neglect-rejection the last.2 There were significant economic status differences on mother's neglect-rejection and fathers' neglect-rejection. On the whole, the parents in higher economic status got lower scores in neglect-Rejection. There were no significant economic status differences on the other factors of the questionnaire.3 There were significant education differences on mothers' warmth-affection, mother's hostility-aggression and mother's neglect-rejection. On neglect-rejection mothers at low education level got more scores than mothers at middle or high education level. On warmth-affection there were no significant differences between groups. On hostility-aggression mothers at low education level got more scores than mothers at middle education level. No other significant effects were obtained on the factors of fathers' parenting.4 On average, children were rated in the low to moderate range for learning attitude, and moderate to high range for the other four 4 subscales. 5 There were significant age differences on learning attitude, family environment, school environment, learning adaptation, academic achievement and peer acceptance. Examination of the means indicated that on learning attitude high-age children got significantly higher scores than middle-age children. On family environment and academic achievement high-age children got significantly higher scores than middle-age children or low-age children. On learning adaptation high-age children got significantly higher scores than middle-age children. On peer acceptance high-age children got significantly higher scores than low-age children. But on school environment low-age children got ignificantly higher scores middle-age children. There was a significant gender difference on peer rejection. Boys'scores were statistically significantly higher than girls'. While none of gender differences reached conventional levels of statistical significance on other respects, a comparision of the means showed that girls'scores were consistently higher than boys'. There was no significant interaction between gender and age on each respect of school adaptation.6 There were significant preschool education differences on peer acceptance, learning adaptation and listening skill. The children who received more preschool education got higher scores in these three respects.7 There were significant father's education differences on listening skills, academic achievement, peer rejection, peer acceptance. On learning skills children whose father was at high education level got significantly higher scores than those whose father at low. On peer acceptance and academic achievement children whose father was at medium education level got significantly higher scores than those whose mother at low. On peer rejection children whose father was at medium or high education level got significantly lower scores than those whose father at low. There were significant mother's education differences on learning attitude, listening skills, academic achievement, learning adaptation. On learning attitude and academic achievement children whose mother was at medium or high education level got significantly higher scores than those whose mother at low. On learning skills and learning adaptation children whose mother was at medium education level got significantly higher scores than those whose mother at low. 8 Fathers'hostility-aggression was significantly and negatively correlated with learning attitude, family environment and learning adaptation,but significantly and positively correlated with peer rejection. Fathers' neglect-rejection was significantly and negatively correlated with learning attitude, listening skills, learning adaptation and academic achievement. Mothers' warmth-affection was significantly and positively correlated with independence and will-power, peer acceptance and academic achievement. Mothers' hostility-aggression was significantly and negatively correlated with learning attitude, learning adaptation, family environment, but significantly and positively correlated with peer rejection. Mother's neglect-rejection was significantly and negatively correlated with family environment, learning attitude, independence and willpower, learning adaptation, peer acceptance, academic achievement and school attitude.9 Higher levels of mothers'Warmth-affection positively predicted higher levels of children's peer acceptance. Higher levels of fathers' warmth-affection positively predicted higher levels of children's learning adaptation. Higher levels of mothers'Warmth-affection positively predicted higher levels of children' independence and will-power. Higher levels of fathers' neglect-rejection predicted decreases in reports of learning skills. Fathers' hostility-aggression had significant and negative effect on family environment.