The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample

Thumbnail image of item number 1 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 2 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 3 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 4 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Showing 1-4 of 70 pages in this dissertation.

PDF Version Also Available for Download.

Use of this dissertation is restricted to the UNT Community. Off-campus users must log in to read.

Description

This study investigated the relationships among the variables of parenting stress, academic self-concept, and reading ability. The purpose of this study was to determine whether parenting stress and academic self-concept contributed to the child's reading ability. Two hypotheses were investigated in an effort to accomplish this purpose. The subjects used in this study were forty-nine children and their primary caretakers referred to The Child and Family Resource Center, The University of North Texas, Denton, Texas, during the academic years of 1994 through 1999. Subjects ranged in age from seven to eighteen years of age. Academically, the subjects ranged from first … continued below

Creation Information

Maldonado, Michele L. May 2001.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 429 times. More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Maldonado, Michele L.

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Description

This study investigated the relationships among the variables of parenting stress, academic self-concept, and reading ability. The purpose of this study was to determine whether parenting stress and academic self-concept contributed to the child's reading ability. Two hypotheses were investigated in an effort to accomplish this purpose. The subjects used in this study were forty-nine children and their primary caretakers referred to The Child and Family Resource Center, The University of North Texas, Denton, Texas, during the academic years of 1994 through 1999. Subjects ranged in age from seven to eighteen years of age. Academically, the subjects ranged from first graders through eleventh graders. All subjects lived in and attended schools in Denton County or neighboring counties. Parental employment ranged from unskilled laborers to medical doctors. The participating families included biological, step, adoptive, single, and divorced families. Abidin's Parenting Stress Index was used to measure parental stress experienced by the primary caretaker. The Intellectual and School Status cluster of the Piers-Harris Children's Self-Concept Scale was used to measure the child's academic self-concept and the Woodcock Reading Mastery Test-Revised provided a measure of the child's reading ability. Test scores were obtained following a review of The Child and Family Resource Center's documented files. Multiple regression statistics revealed no significant relationship between neither parenting stress and the child's reading ability nor the child's academic self-concept and reading ability. Standardized beta coefficients and bivariate correlation results indicated a relationship between academic self-concept and reading ability. Additional research is recommended for future research that encompasses a larger and more diverse sample.

Language

Item Type

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • May 2001

Added to The UNT Digital Library

  • Sept. 25, 2007, 9:33 p.m.

Description Last Updated

  • April 12, 2016, 4:53 p.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 429
More Statistics

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 2 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 3 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.
Thumbnail image of item number 4 in: 'The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Links for Robots

Helpful links in machine-readable formats.

Archival Resource Key (ARK)

International Image Interoperability Framework (IIIF)

Metadata Formats

Images

URLs

Stats

Maldonado, Michele L. The Effects of Parenting Stress and Academic Self-Concept on Reading Ability in a Clinic Referral Sample, dissertation, May 2001; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2751/: accessed May 26, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

Back to Top of Screen