Relationships Between the Parent-Child Interaction, Self-Concept, and School Adjustment of Junior High School Students with Disabilities
Author: Chiung-Yi Huang (Counseling Office, Taipei Shuang Yuan Primary School), Ching-Yun Yu (Department of Psychology and Counseling,University of Taipei), I-Hwey Wu (Department of Special Education, University of Taipei)
Vol.&No.：Vol. 63, No.1
Date：March 2018
Pages：103-140
DOI：10.6209/JORIES.2018.63(1).04
Abstract：
This study explored the relationships between the parent-child interaction, self-concept, and school adjustment of junior high school students with disabilities. A sample of 1,482 junior high school students with disabilities were selected from the surveys of the Special Needs Education Longitudinal Study (SNELS). On the basis of empirical and theoretical research, a causal model of the parent-child interaction, self-concept, and multiple dimensions of school adjustment of junior high school students with disabilities (teacher-student relationship, peer relationship, activity participation, school climate, academic achievement, and appropriate behavior) was formed and validated using structural equation modeling. The mediation effect of the self-concept variable was evaluated. The findings demonstrated that parent-child interaction had no significant effect on peer relationship but had positive and significant effects on self-concept, teacher-student relationship, activity participation, school climate, and appropriate behavior. Self-concept had positive effects on the teacher-student relationship, peer relationship, activity participation, and school climate but did not have positive effects on academic achievement or appropriate behaviors. Moreover, self-concept played a mediation role between the parent-child interaction and several dimensions of school adjustment. Parent-child interaction indirectly influenced the teacher-student relationship, peer relationship, activity participation, and school climate through self-concept. This study also proposed some relevant suggestions on the basis of the findings.
Keywords：parent-child interaction, school adjustment, self-concept, SNELS
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