Parental anxiety, language, assertion, and expectation factors in subsequent understanding and recall of assessment information

Abstract

The purpose of this study was to investigate the relationship between initial understanding of information given by the school psychologist at parent conferences and characteristics of parents (anxiety, parental expectations, assertion, and language level). Demographic variables were also explored as they related to postassessment recall and understanding of data. Results indicated that language level of the parent, age of the parent, and SES were significantly related to recall. Anxiety, assertion, and expectation of results were not significant factors. Implications for practice and training are discussed.