Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents' and College Teachers' Relationships.
This longitudinal study had 2 goals. The 1st goal was to describe trajectories of academic and emotional adjustment in college science programs. The 2nd goal was to determine whether these trajectories differed as a function of students' self-reports of the quality of their relationships with parent...
| Publicado en: | Journal of Counseling Psychology Vol. 54; no. 1; pp. 62 - 72 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
January 2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507944582&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507944582 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220167 JCP jtl: Journal of Counseling Psychology issn: 00220167 maglogo: N pubinfo: dt: January 2007 vid: 54 iid: 1 pid: 34 pub: American Psychological Association artinfo: ui: 507944582 10.1037/0022-0167.54.1.62 ppf: 62 ppct: 10 formats: tig: atl: Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents' and College Teachers' Relationships. aug: au: Duchesne, Stéphane Ratelle, Catherine F. Larose, Simon su: Teacher-student relationships Science students College students' family relationships College student adjustment sug: subj: Teacher-student relationships Science students College students' family relationships College student adjustment ab: This longitudinal study had 2 goals. The 1st goal was to describe trajectories of academic and emotional adjustment in college science programs. The 2nd goal was to determine whether these trajectories differed as a function of students' self-reports of the quality of their relationships with parents and teachers. The sample consisted of 498 students recruited during their last year of high school. Assessment of adjustment continued until the end of the 2nd year of college. For a number of students, the authors observed a significant decline in both academic and emotional adjustment. Moreover, it was possible to identify an at-risk profile characterized by poor academic and emotional adjustment. In examining the students' perceptions of their family and school environments, the authors found that poorly and well-adjusted students differed from each other on the basis of parental but not teachers' relationship quality. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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