A multidimensional examination of parent involvement across child and parent characteristics

S. Andrew Garbacz, Philippa S. McDowall, Elizabeth Schaughency, Susan M. Sheridan, Greg W. Welch

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between parent, family, and child characteristics were explored as moderators on the relation of school year and parent involvement. Participants were 421 primary caregivers of children attending their first through final years of elementary school on New Zealand’s South Island. Structural equation models were used to detect direct and interaction effects. Findings revealed statistically significant direct effects for several parent, family, and child characteristics examined. No interaction effects were found. Implications and future research directions are discussed.

Original languageEnglish (US)
Pages (from-to)384-406
Number of pages23
JournalElementary School Journal
Volume115
Issue number3
DOIs
StatePublished - Mar 1 2015

ASJC Scopus subject areas

  • Education

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