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|a LC4705.R36 2006_RamosRachel |2 BU-Local |
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|a LC4705.R36 2006 |
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|a Ramos, Rachel E. Kohrman. |
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|a Relationships between child reports of parental warmth and personality dispositions and the academic achievement of children with learning disabilities |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2006. |
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|a xii, 156 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2006. |
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|a Includes bibliographical references (leaves 106-156). |
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|a Copyright Rachel E. Ramos. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Ronald Rohner (1975), the author of Parental Acceptance-Rejection Theory (PARTheory), suggests that 26% of the variability of children’s overall psychological adjustment can be accounted for by how they perceive their parents to accept or reject them. His personality subtheory includes personality dispositions as a mediating factor of whether children perceive themselves to be accepted or rejected. Although the associations between parental warmth, children’s personality dispositions and children’s success have been widely studied, few investigations have focused on students with learning disabilities. The purpose of this study is to investigate the relationships of three aspects of the childhood experience of students with learning disabilities: their perceptions of their parents’ overall warmth, their perceptions of aspects of their own personality dispositions and their academic achievement. The results of this study support Rohner’s theory. The data indicated significant relationships between parental warmth and academic success as measured by three years of norm referenced test scores and final grade point averages. Other significant pairings were children’s personality dispositions and academic success, and children’s personality dispositions and parental warmth. The results of subscale pairings signify parental behaviors that influence a child’s feelings of security and may help support a child’s positive self-concept and, consequently, his or her academic success. It is hoped that these findings will be used to inform the creation of parenting workshops to assist families who want to help their children succeed. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Learning disabled children |x Education |x United States. |
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|a Children with disabilities |x Education (Elementary) |x United States. |
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|a Academic achievement |x United States. |
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|a Parental influences. |
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|a Parental rejection. |
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|a Emotional problems of children. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001401/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/01/00001/LC4705_R36 2006_RamosRachelthm.jpg |
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|a Theses and Dissertations |
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