The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

Autor/inn/en	Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence
Titel	The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.517-532 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037266
Schlagwörter	Parent Participation; Socialization; Models; Correlation; Homework; Academic Achievement; Interpersonal Competence; Aggression; Behavior Problems; Family School Relationship; Student Adjustment; Hypothesis Testing; Low Income; Student Diversity; Poverty; Parent Child Relationship; Parent Teacher Cooperation; Grade 3; Elementary School Students; Elementary School Teachers; Questionnaires; Metropolitan Areas + Suchen Sie Ihr Suchwort? Elternmitwirkung; Socialisation; Sozialisation; Analogiemodell; Korrelation; Hausaufgabe; Schulleistung; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hypothesenprüfung; Hypothesentest; Niedriglohn; Armut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Ballungsraum
Abstract	The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent involvement contributes to prospective child adjustment. The child adjustment model examines the proposition that children's adjustment affects prospective parent involvement in schooling. The transactional model tests the hypothesis that parent involvement and child adjustment are reciprocally related over time. These models are tested with a large sample of low-income, racially/ethnically diverse children and their parents who were assessed in the fall and spring of children's 3rd and 4th grades. Overall, consistent support for the child adjustment hypothesis was found. When children were struggling academically, socially, and behaviorally, their parents showed higher prospective levels of homework assistance and home-school conferencing but lower levels of school-based support. Economic hardship also contributed to variation in levels of parent involvement and child adjustment, with child adjustment mediating the effects of economic hardship on parent involvement. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01