A Meta-Analysis of Family-School Interventions and Children's Social-Emotional Functioning: Moderators and Components of Efficacy

Autor/inn/en	Sheridan, Susan M.; Smith, Tyler E.; Moorman Kim, Elizabeth; Beretvas, S. Natasha; Park, Sunyoung
Titel	A Meta-Analysis of Family-School Interventions and Children's Social-Emotional Functioning: Moderators and Components of Efficacy
Quelle	In: Review of Educational Research, 89 (2019) 2, S.296-332 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Susan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654318825437
Schlagwörter	Meta Analysis; Family School Relationship; Parent Teacher Conferences; Mental Health; Intervention; Ethnicity; Interpersonal Competence; Effect Size; Racial Differences; Family Characteristics; Social Development; Emotional Development; Urban Areas; Rural Areas; Outcomes of Treatment; Interpersonal Communication; Cooperation + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Psychohygiene; Ethnizität; Interpersonale Kompetenz; Rassenunterschied; Soziale Entwicklung; Gefühlsbildung; Urban area; Stadtregion; Rural area; Ländlicher Raum; Interpersonale Kommunikation; Co-operation; Kooperation
Abstract	This meta-analysis examined the effects of family-school interventions on children's social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-school interventions on children's social-behavioral competence and mental health ([accelleration,delta].s = 0.332 and 0.391, respectively). Effects on children's mental health were moderated by race/ethnicity (effects were larger for African American students) and locale (effects were smaller in urban settings relative to nonurban/rural settings). Components found to be significantly related to positive outcomes included both interpersonal, relational processes (i.e., communication, collaboration, and parent-teacher relationship) and tangible, structural elements (i.e., home-based involvement, behavioral supports). These findings indicate the benefits of family-school interventions and have implications for tailoring interventions to family characteristics and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01