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dc.contributor.authorWaring, Kaitlin
dc.date.accessioned2015-05-07T04:30:16Z
dc.date.available2015-05-07T04:30:16Z
dc.date.issued2014-08
dc.identifier.otherwaring_kaitlin_201408_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/waring_kaitlin_201408_ms
dc.identifier.urihttp://hdl.handle.net/10724/31336
dc.description.abstractThis research assesses the level and manner of parental influence on childhood academic anxiety. A total of fifty-four parent-teacher groups participated at a private Catholic elementary school in Georgia. Parents completed parent-report surveys measuring demographic information, parent involvement, parent instruction, parent work anxiety, and parenting style. Teachers completed the school anxiety scale. Results of the study support research of the trends related to anxiety content and the influence that parents have regarding this anxiety and will prove useful to the students themselves, parents, teachers, and school officials.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAcademic Anxiety
dc.subjectParent Influence
dc.subjectSocial Learning Theory
dc.subjectElementary School
dc.titleSocial learning theory and child academic anxiety
dc.typeThesis
dc.description.degreeMS
dc.description.departmentChild and Family Development
dc.description.majorChild and Family Development
dc.description.advisorDavid W. Wright
dc.description.committeeDavid W. Wright
dc.description.committeeCharlotte Wallinga
dc.description.committeeStacey Neuharth-Pritchett


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