caa a22 4500 606239235 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9277-3 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9277-3 Children's self-concept: parental school engagement and student-teacher relationships in rural and urban Australia [Elektronische Daten] [Susana Gavidia-Payne, Bianca Denny, Kate Davis, Andrew Francis, Mervyn Jackson] Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current study was to explore self-concept differences between rural and urban children in the state of Victoria, Australia, and to investigate relationships between student-teacher relationships, parental school engagement and self-concept in both groups. The sample comprised 219 triads of children (aged between 7-14years), parents and teachers, representing rural (n = 33) and urban (n = 186) areas. Children, parents, and teachers completed measures related to self-concept, parental engagement with school, and quality of student-teacher interactions, respectively. No significant differences were detected between the self-concept levels of rural and urban children. However, associations between the student-teacher relationship, parental engagement, and self-concept differed between demographic groups. The unique selfconcept experiences of children from rural and urban areas in Australia have important intervention and research implications. The role of the student-teacher relationship in the development of self-concept in children from rural locations should be considered in addition to parenting and home factors typically associated with fostering selfconcept. Springer Science+Business Media Dordrecht, 2014 Self-concept nationallicence Student-teacher relationship nationallicence Parent school engagement nationallicence Rural and urban Australia nationallicence Gavidia-Payne Susana RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut Denny Bianca RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut Davis Kate RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut Francis Andrew RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut Jackson Mervyn RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 121-136 1381-2890 18:1<121 2015 18 11218 https://doi.org/10.1007/s11218-014-9277-3 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9277-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Gavidia-Payne Susana RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut NATIONALLICENCE 700 1- Denny Bianca RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut NATIONALLICENCE 700 1- Davis Kate RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut NATIONALLICENCE 700 1- Francis Andrew RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut NATIONALLICENCE 700 1- Jackson Mervyn RMIT University, PO Box 71, 3083, Bundoora, Victoria, Australia aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 121-136 1381-2890 18:1<121 2015 18 11218