TY - JOUR
T1 - A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning
T2 - Moderators and Components of Efficacy
AU - Sheridan, Susan M.
AU - Smith, Tyler E.
AU - Moorman Kim, Elizabeth
AU - Beretvas, S. Natasha
AU - Park, Sunyoung
N1 - Funding Information:
The research reported in this article was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120144 to the University of Nebraska-Lincoln. The opinions expressed are those of the authors and do not represent the views of the Institute of Education Sciences or the U.S. Department of Education.
Publisher Copyright:
© 2019 AERA.
PY - 2019/4/1
Y1 - 2019/4/1
N2 - 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 ((Formula presented.) 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.
AB - 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 ((Formula presented.) 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.
KW - effect size
KW - families
KW - learning environments
KW - meta-analysis
KW - parents and families
KW - social processes/development
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U2 - 10.3102/0034654318825437
DO - 10.3102/0034654318825437
M3 - Article
AN - SCOPUS:85060605858
VL - 89
SP - 296
EP - 332
JO - Review of Educational Research
JF - Review of Educational Research
SN - 0034-6543
IS - 2
ER -