Parents' and Teachers' Academic Influences, Behavioral Engagement, and First- and Fifth-Grade Achievement

Autor/inn/en	Bryce, Crystal I.; Bradley, Robert H.; Abry, Tashia; Swanson, Jodi; Thompson, Marilyn S.
Titel	Parents' and Teachers' Academic Influences, Behavioral Engagement, and First- and Fifth-Grade Achievement
Quelle	In: School Psychology, 34 (2019) 5, S.492-502 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryce, Crystal I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000297
Schlagwörter	Parent Participation; Parent Influence; Teacher Influence; Learner Engagement; Elementary School Students; Academic Achievement; Grade 1; Grade 5; Teacher Student Relationship; Reading Achievement; Mathematics Achievement; School Psychologists + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Parents and teachers--primary socializers across elementary grades--offer potentially differential support mechanisms for children's healthy functioning across developmental periods. Utilizing child, parent, teacher, and observational data from the National Institute of Child Health and Human Department Study of Early Child Care and Youth Development (n = 1,031), we employed a longitudinal path model to examine indirect associations between parents' and teachers' academic influences (i.e., direct parental involvement, the student-teacher relationship, instructional support) and achievement (reading and math) through behavioral engagement at 1st and 5th grades. Results indicated indirect associations linking direct parental involvement (positively, 1st grade only), student-teacher conflict (negatively, both grades), and instructional support (positively, both grades) to achievement via behavioral engagement, after accounting for the co-occurrence of parents' and teachers' academic influences and other child characteristics. School psychologists may opt for interventions focusing on parents' and teachers' academic influence to indirectly effect achievement by promoting elementary school behavioral engagement. (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