A)True.
In order to maintain relationships (both social and business relationships) a level of mutual kindness to each other is vital. Without kindness, a connection is impossible to be made. Additionally, if everyone was unkind, the world would be a much colder place than it is currently. Without kindness, compassion doesn't exist, which may result in social incompetence and increased wars and fighting.
only teachers are allowed to have a teacher account they pay to use it. Sorry.
Well I'll just hit it kinda vaguely to hit it all at once. So imagine you do something nice for a person, like buy them a gift or a present, that will cause a fondness and a bond between that person and you, which in turn establishes a relationship. Pretty much, in order to cause a relationship, you have to establish a positive bond with the person or some kind of being. The effect of having a relationship would be something like a deeper trust in others, improvement of the same or other relationships, increased happiness and so on. (I'm just assuming that these are all positive relationships.) So, an example would be like, you see a nice girl/guy, you talk to them and become good friends which would result in establishing a relationship. After establishing a relationship, your relationship would become more intimate and you would become better friends, or maybe even become partners. You can even get a negative relationship by creating a negative relation, then as a result it would be a toxic relationship. The toxic relationship would then result in it being harmful.
Answer:
Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed.
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