Parents’ School Involvement in Kindergarten Predicting Child Outcomes at First Grade and Third Grade

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI:10.13110/MERRPALMQUAR1982.66.4.0366

Christine Meng

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引用次数: 1

Abstract

Abstract:Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 18,170), the present study aimed to identify latent classes of parents’ school involvement in kindergarten and whether the latent classes of parents’ school involvement would be differentially related to children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade. Latent class analysis showed three classes: School Involvement, Low Involvement, and School Contact. Parents classified as School Involvement had higher probabilities in attending school events, such as back-to-school nights and parent–teacher conferences, but not school governance. Parents classified as Low Involvement had lower probabilities in all the indicators of school involvement. Parents classified as School Contact had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. Few significant differences in child outcomes across the three classes persisted throughout first grade and third grade. Future research and implications are discussed.

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家长在幼儿园的学校参与预测儿童一年级和三年级的成绩

摘要：采用2010-11届幼儿园幼儿纵向研究（ECLS-K:2011；N=18170），本研究旨在确定幼儿园家长学校参与的潜在类别，以及家长学校参与潜在类别是否与儿童一年级和三年级的学习成绩和社会情绪行为结果有差异相关。潜在班级分析显示有三个班级：学校参与、低参与和学校接触。被归类为学校参与的家长参加学校活动的可能性更高，如返校之夜和家长-教师会议，但不参加学校治理。在学校参与的所有指标中，被归类为低参与的家长的概率都较低。被归类为学校接触者的家长在被老师联系到孩子的行为和学校表现方面的概率更高。在一年级和三年级，三个班的儿童成绩几乎没有显著差异。讨论了未来的研究及其意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.