Psychological Development and Education ›› 2015, Vol. 31 ›› Issue (5): 555-562.doi: 10.16187/j.cnki.issn1001-4918.2015.05.06

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The Characteristics of Children's Early School Adjustment and Relationship with Parenting Styles

LU Furong1, WANG Xia2, LI Dufang3, WANG Yun4   

  1. 1. School of Education Science, Shanxi University, Taiyuan 030006;
    2. Beijing Haidian Institute for Educational Resecrch, Beijing 100088;
    3. Experiment Primary School of Beijing Normal University, Beijing 100875;
    4. National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2015-09-15 Published:2015-09-15

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Abstract: The present longitudinal study examined the developmental characteristics of children's school adjustment and the effect of parenting style on children's school adjustment. One hundred and seventy-eight children and their parents, recruited from Beijing city in China，participated in the four-wave survey. Hierarchical Linear Modeling analyses revealed: (1)The three aspects of peer relationship, school attitude and academic behavior showed good in the first semester in elementary school. However, peer relationships and academic behaviors got better as times went by, but not in school attitude. (2) In the first semester in elementary school, Father's education was a positive prediction to peer relationships and academic behaviors. Family income was a negative prediction to school attitude. Authoritative parenting styles were positive predictions to academic behaviors, however, authoritarian parenting styles were negative predictions to peer relationship and academic behaviors. (3) Mother's education positively predicted the developmental trends of peer relationships. Authoritative parenting was positively associated with developmental trends of peer relationships and school attitude.

Key words: Children, School adjustment, Parenting styles

CLC Number: 

  • B844

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