The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools

Wendy L G Hoglund, Stephanie M. Jones, Joshua L. Brown, J. Lawrence Aber

Research output: Contribution to journalArticle

Abstract

The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent involvement contributes to prospective child adjustment. The child adjustment model examines the proposition that children's adjustment affects prospective parent involvement in schooling. The transactional model tests the hypothesis that parent involvement and child adjustment are reciprocally related over time. These models are tested with a large sample of low-income, racially/ethnically diverse children and their parents who were assessed in the fall and spring of children's 3rd and 4th grades. Overall, consistent support for the child adjustment hypothesis was found. When children were struggling academically, socially, and behaviorally, their parents showed higher prospective levels of homework assistance and home-school conferencing but lower levels of school-based support. Economic hardship also contributed to variation in levels of parent involvement and child adjustment, with child adjustment mediating the effects of economic hardship on parent involvement.

Original languageEnglish (US)
Pages (from-to)517-532
Number of pages16
JournalJournal of Educational Psychology
Volume107
Issue number2
DOIs
StatePublished - May 1 2015

Fingerprint

Social Adjustment
parents
school
homework
Emotional Adjustment
assistance
Parents
Economics
Socialization
social competence
aggressive behavior
socialization
economics
low income
school grade

Keywords

  • Academic competence
  • Aggressive behaviors
  • Low-income
  • Parent involvement in schooling
  • Social competence

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. / Hoglund, Wendy L G; Jones, Stephanie M.; Brown, Joshua L.; Lawrence Aber, J.

In: Journal of Educational Psychology, Vol. 107, No. 2, 01.05.2015, p. 517-532.

Research output: Contribution to journalArticle

@article{e6ca35ac9aae4d7abadcd5a3756634a1,
title = "The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools",
abstract = "The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent involvement contributes to prospective child adjustment. The child adjustment model examines the proposition that children's adjustment affects prospective parent involvement in schooling. The transactional model tests the hypothesis that parent involvement and child adjustment are reciprocally related over time. These models are tested with a large sample of low-income, racially/ethnically diverse children and their parents who were assessed in the fall and spring of children's 3rd and 4th grades. Overall, consistent support for the child adjustment hypothesis was found. When children were struggling academically, socially, and behaviorally, their parents showed higher prospective levels of homework assistance and home-school conferencing but lower levels of school-based support. Economic hardship also contributed to variation in levels of parent involvement and child adjustment, with child adjustment mediating the effects of economic hardship on parent involvement.",
keywords = "Academic competence, Aggressive behaviors, Low-income, Parent involvement in schooling, Social competence",
author = "Hoglund, {Wendy L G} and Jones, {Stephanie M.} and Brown, {Joshua L.} and {Lawrence Aber}, J.",
year = "2015",
month = "5",
day = "1",
doi = "10.1037/a0037266",
language = "English (US)",
volume = "107",
pages = "517--532",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "2",

}

TY - JOUR

T1 - The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools

AU - Hoglund, Wendy L G

AU - Jones, Stephanie M.

AU - Brown, Joshua L.

AU - Lawrence Aber, J.

PY - 2015/5/1

Y1 - 2015/5/1

N2 - The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent involvement contributes to prospective child adjustment. The child adjustment model examines the proposition that children's adjustment affects prospective parent involvement in schooling. The transactional model tests the hypothesis that parent involvement and child adjustment are reciprocally related over time. These models are tested with a large sample of low-income, racially/ethnically diverse children and their parents who were assessed in the fall and spring of children's 3rd and 4th grades. Overall, consistent support for the child adjustment hypothesis was found. When children were struggling academically, socially, and behaviorally, their parents showed higher prospective levels of homework assistance and home-school conferencing but lower levels of school-based support. Economic hardship also contributed to variation in levels of parent involvement and child adjustment, with child adjustment mediating the effects of economic hardship on parent involvement.

AB - The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent involvement contributes to prospective child adjustment. The child adjustment model examines the proposition that children's adjustment affects prospective parent involvement in schooling. The transactional model tests the hypothesis that parent involvement and child adjustment are reciprocally related over time. These models are tested with a large sample of low-income, racially/ethnically diverse children and their parents who were assessed in the fall and spring of children's 3rd and 4th grades. Overall, consistent support for the child adjustment hypothesis was found. When children were struggling academically, socially, and behaviorally, their parents showed higher prospective levels of homework assistance and home-school conferencing but lower levels of school-based support. Economic hardship also contributed to variation in levels of parent involvement and child adjustment, with child adjustment mediating the effects of economic hardship on parent involvement.

KW - Academic competence

KW - Aggressive behaviors

KW - Low-income

KW - Parent involvement in schooling

KW - Social competence

UR - http://www.scopus.com/inward/record.url?scp=84930382617&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930382617&partnerID=8YFLogxK

U2 - 10.1037/a0037266

DO - 10.1037/a0037266

M3 - Article

VL - 107

SP - 517

EP - 532

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 2

ER -