Nihira K, Mink I T, Meyers C E
Am J Ment Defic. 1981 Jul;86(1):8-15.
The relationship between the home environment and school adjustment of 104 TMR children was examined. Assessment of home environment included measurement of environmental process variables with Caldwell's HOME Inventory and psychosocial climate with Moos, Insel, and Humphrey's Family Environment Scale. Certain child-rearing attitudes and relevant demographic characteristics were also investigated. Measures of school adjustment included the child's social status, self-concept, and IQ and teacher's ratings of classroom behavior. Results revealed that specific factors of home environment were significantly related to the adjustment of TMR children in school including (a) harmony and quality of parenting, (b) educational and cognitive stimulation available at home, (c) emotional support for learning, and (d) cohesiveness of family members.
