Predictors and behavioural outcomes of parental involvement among low-income families in elementary schools, United States

Sukran Ucus, Aileen Garcia, Jan Esteraich, Helen Raikes

Research output: Contribution to journalArticlepeer-review

Abstract

Parental involvement (PI) in their children’s schools has been shown to have a positive influence on the children’s behaviours and academic achievement. The purpose of this study was to examine predictors of PI and relations of PI in schools to child externalizing and internalizing behaviours. Data were from the fifth-grade wave of the Early Head Start Research and Evaluation Project, with 1354 fifth grade low-income children and parents. Results revealed that family conflict predicted child internalizing and externalizing and negatively predicted PI in schools. However, PI in schools partially reduced the negative effect of family conflict on both internalizing and externalizing. Parental warmth negatively predicted child externalizing behaviours, and positively predicted PI in school. Additionally, PI in schools further enhanced the positive effect of parental warmth in reducing externalizing behaviours. The study highlights home and parent characteristics that relate to low-income fifth-grade parents’ involvement in their child’s education and demonstrates the mediating role of PI in reducing behavioural problems of low-income children.

Original languageEnglish (US)
Pages (from-to)1425-1443
Number of pages19
JournalEarly Child Development and Care
Volume189
Issue number9
DOIs
StatePublished - Jul 29 2019

Keywords

  • Parental involvement
  • children’s behaviours
  • elementary education
  • low-income families

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

Fingerprint Dive into the research topics of 'Predictors and behavioural outcomes of parental involvement among low-income families in elementary schools, United States'. Together they form a unique fingerprint.

Cite this