Date of Award
6-30-2016
Document Type
Open Access Thesis
Department
Psychology
First Advisor
Mark D. Weist
Abstract
Children and adolescents with conduct problems have gained much attention due to frequency of referrals to mental health clinics, concerns with behavior within the home, and school problems. To date, evidence based positive parenting interventions have made the largest impact in producing positive student engagement outcomes within the overt engagement domains (i.e., academically and behaviorally). However, few studies have evaluated the psychological (i.e., teacher-student relationships, peer support for learning, family support for learning) and cognitive (i.e., control and relevance of school work, future aspirations and goals) covert domains of engagement. The current study aims to address this gap and measure the moderating influence of positive parenting behaviors on the covert domains of student engagement (i.e., cognitive and psychological engagement) in high school aged adolescents with conduct problems. Results indicated a significant interaction between Conduct Problems and Parental Involvement, suggesting that Parental Involvement moderates the relationship between conduct problems and future aspiration and goals (FG). Results may suggest that positive parental involvement can increase future aspiration and goals (i.e., cognitive engagement) in adolescents with conduct problems. Future directions and implications of results will also be discussed.
Rights
© 2016, Lauryn A. Young
Recommended Citation
Young, L. A.(2016). Conduct Problems and Student Engagement in the Classroom: Parenting Practices. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/3490