Impact of Parental Cohabiting Status and Conflict on Preschoolers' Emotional and Behavioral Engagement

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dc.contributor.advisorGoble, Priscilla
dc.contributor.authorMule, Taylor
dc.contributor.committeeMemberWeimer, Amy
dc.date.accessioned2021-01-22T15:49:23Z
dc.date.available2021-01-22T15:49:23Z
dc.date.issued2020-08
dc.description.abstractThe present study examines the effect of parental cohabiting status and conflict on preschoolers’ emotional and behavioral engagement. Participants were Head Start preschool children (N = 287; 47% girls, M age = 52 months, range 37 - 60); 70% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Students of cohabiting parents (e.g., parents who lived together) displayed higher levels of behavioral engagement in the classroom compared to children of non-cohabiting parents (e.g., parents who did not live together). Findings from the current study provide support for previous research analyzing the impact of parents on students’ school engagement.
dc.description.departmentHonors College
dc.formatText
dc.format.extent34 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationMule, T. (2020). Impact of parental cohabiting status and conflict on preschoolers' emotional and behavioral engagement (Unpublished thesis). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/13143
dc.language.isoen
dc.subjectparents
dc.subjectcohabiting
dc.subjectconflict
dc.subjectpreschool
dc.subjectemotional
dc.subjectbehavioral
dc.subjectschool management
dc.subjectHonors College
dc.titleImpact of Parental Cohabiting Status and Conflict on Preschoolers' Emotional and Behavioral Engagement
thesis.degree.departmentHonors College
thesis.degree.disciplineFamily and Consumer Sciences
thesis.degree.grantorTexas State University
txstate.documenttypeHonors Thesis

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