The relationship between kindergarten children's classroom behavior and family unit type

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dc.contributor.advisor Hochstetler, Ruth J. en_US
dc.contributor.author Kendrick, Martha L. en_US
dc.date.accessioned 2011-06-03T19:27:39Z
dc.date.available 2011-06-03T19:27:39Z
dc.date.created 1983 en_US
dc.date.issued 1983
dc.identifier LD2489.Z64 1983 .K46 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177289
dc.description.abstract The purpose of this study was to investigate the relationship between kindergarten children's classroom behavior and family unit type. Three dimensions of classroom behavior were examined: temperament, socialization, and task-orientation. Family unit types were: nuclear, single-parent, and remarried.The sample consisted of ninety-eight subjects divided, according to family unit types, as follows: nuclear - forty, single-parent - thirty-one, and remarried - twenty-seven. There were fifty-three males and forty-five females. Subjects were enrolled in kindergarten classrooms of two public school corporations in Indiana.Null hypotheses were formulated to examine kindergarten children's classroom behavior, temperament, socialization, and task-orientation, as functions of family unit type. A multivariate and univariate analysis of variance, with statistical control for the sex factor, was used to test the null hypotheses.The dependent variables, classroom behavior, temperament, socialization, and task-orientation, were measured by the teacher-rated Classroom Behavior Inventory. Data identifying the independent variable, family unit type, and the control variable, sex, were collected on the Personal Data Form.An examination of the statistical analyses yielded the following results:No significant difference in kindergarten children's classroom behavior was found among children of nuclear, -single-parent, and remarried families (p<.4589).Due to an insignificant F-ratio on the multivariate analysis of variance, univariate analyses of variance could not be performed.Results of this study indicated that there was no significant difference in classroom behavior among kindergarten children of nuclear, single-parent, and remarried families. Results of the sex variance analysis suggested that sex differences existed relative to task-orientation.Although differences in classroom behavior existed they were not caused by family unit type. Concerns of educators that children of non-nuclear families deem special attention were not supported. Children in single-parent and remarried families evidenced classroom behavior similar to that of nuclear family children. en_US
dc.format.extent 2, vii, 114 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh School children -- Family relationships. en_US
dc.subject.lcsh Child psychology. en_US
dc.subject.lcsh Kindergarten. en_US
dc.title The relationship between kindergarten children's classroom behavior and family unit type en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/225257 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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