Parent involvement, emotional support, and behavior problems: An ecological approach

Research output: Contribution to journalArticle

Abstract

We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on n = 255 low-income Black and Hispanic students, and n = 60 kindergartenclassrooms in the baseline year of an intervention trial. Hierarchical linear models revealed a moderated negative effect between parents' home-school communication and teacher emotional support on student behavior problems in kindergarten, as well as negative associations between school-based involvement and behavior problems. For children in classrooms with less teacher emotional support, greater communication between home and school was related to higher levels of behavior problems. Among children in classrooms with more teacher emotional support, this negative relationship was attenuated. Results illuminate the need to consider parent involvement within the context of classroom practices.

Original languageEnglish (US)
Pages (from-to)277-300
Number of pages24
JournalElementary School Journal
Volume114
Issue number2
DOIs
StatePublished - 2014

Fingerprint

parents
classroom
teacher
kindergarten
school
student
communication
linear model
low income

ASJC Scopus subject areas

  • Education

Cite this

Parent involvement, emotional support, and behavior problems : An ecological approach. / McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G.

In: Elementary School Journal, Vol. 114, No. 2, 2014, p. 277-300.

Research output: Contribution to journalArticle

@article{c1d1ac56a3324393b83abec284037575,
title = "Parent involvement, emotional support, and behavior problems: An ecological approach",
abstract = "We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on n = 255 low-income Black and Hispanic students, and n = 60 kindergartenclassrooms in the baseline year of an intervention trial. Hierarchical linear models revealed a moderated negative effect between parents' home-school communication and teacher emotional support on student behavior problems in kindergarten, as well as negative associations between school-based involvement and behavior problems. For children in classrooms with less teacher emotional support, greater communication between home and school was related to higher levels of behavior problems. Among children in classrooms with more teacher emotional support, this negative relationship was attenuated. Results illuminate the need to consider parent involvement within the context of classroom practices.",
author = "McCormick, {Meghan P.} and Elise Cappella and O'Connor, {Erin E.} and McClowry, {Sandee G.}",
year = "2014",
doi = "10.1086/673200",
language = "English (US)",
volume = "114",
pages = "277--300",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "2",

}

TY - JOUR

T1 - Parent involvement, emotional support, and behavior problems

T2 - An ecological approach

AU - McCormick, Meghan P.

AU - Cappella, Elise

AU - O'Connor, Erin E.

AU - McClowry, Sandee G.

PY - 2014

Y1 - 2014

N2 - We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on n = 255 low-income Black and Hispanic students, and n = 60 kindergartenclassrooms in the baseline year of an intervention trial. Hierarchical linear models revealed a moderated negative effect between parents' home-school communication and teacher emotional support on student behavior problems in kindergarten, as well as negative associations between school-based involvement and behavior problems. For children in classrooms with less teacher emotional support, greater communication between home and school was related to higher levels of behavior problems. Among children in classrooms with more teacher emotional support, this negative relationship was attenuated. Results illuminate the need to consider parent involvement within the context of classroom practices.

AB - We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on n = 255 low-income Black and Hispanic students, and n = 60 kindergartenclassrooms in the baseline year of an intervention trial. Hierarchical linear models revealed a moderated negative effect between parents' home-school communication and teacher emotional support on student behavior problems in kindergarten, as well as negative associations between school-based involvement and behavior problems. For children in classrooms with less teacher emotional support, greater communication between home and school was related to higher levels of behavior problems. Among children in classrooms with more teacher emotional support, this negative relationship was attenuated. Results illuminate the need to consider parent involvement within the context of classroom practices.

UR - http://www.scopus.com/inward/record.url?scp=84898427027&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84898427027&partnerID=8YFLogxK

U2 - 10.1086/673200

DO - 10.1086/673200

M3 - Article

VL - 114

SP - 277

EP - 300

JO - Elementary School Journal

JF - Elementary School Journal

SN - 0013-5984

IS - 2

ER -