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The Family Context of Parenting in Children's Adaptation to Elementary School
Parents’ Working Models of Attachment: The Intergenerational Context of Parenting and Children’s Adaptation to School
monograph
Publication date:
May 6 2005
Publisher:
Routledge
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Author and book information
Book Chapter
Publication date:
May 6 2005
Pages
: 227-254
DOI:
10.4324/9781410612885-18
SO-VID:
041c37f5-6a9b-420a-8cb8-e231c4edc33c
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Book chapters
pp. 21
Family Factors in Children’s Adaptation to Elementary School: Introducing a Five-Domain Contextual Model
pp. 51
Recruitment, Design, and Measures
pp. 97
How Children and Parents Fare During the Transition to School
pp. 137
Authoritative Parenting and the Encouragement of Children’s Autonomy
pp. 157
Marital Quality, Sex-Typed Parenting, and Girls’ and Boys’ Expression of Problem Behaviors
pp. 181
Children’s Self-Perceptions As a Link Between Family Relationship Quality and Social Adaptation to School
pp. 207
When Parents Conflict or Disengage: Children’s Perceptions of Parents’ Marital Distress Predict School Adaptation
pp. 227
Parents’ Working Models of Attachment: The Intergenerational Context of Parenting and Children’s Adaptation to School
pp. 255
Parents’ Work Experiences and Children’s Adaptation to School
pp. 273
Family Process and Family Structure in Children’s Adaptation to School
pp. 295
Two Variations of a Preventive Intervention for Couples: Effects on Parents and Children During the Transition to School
pp. 333
Five-Domain Models: Putting It All Together
pp. 353
Family Factors in Children’s Adaptation to Elementary School: A Discussion and Integration
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