Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

Autor/inn/en	Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore
Titel	Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report
Quelle	In: Educational Research and Evaluation, 19 (2013) 4, S.346-361 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2013.771893
Schlagwörter	Factor Analysis; Emotional Intelligence; Measures (Individuals); Factor Structure; Elementary School Students; Structural Equation Models; Parent Participation; Parent School Relationship; Child Behavior; Questionnaires; Correlation; Teacher Attitudes; Foreign Countries; Interpersonal Competence; Research Needs; Norway + Suchen Sie Ihr Suchwort? Faktorenanalyse; Emotionale Intelligenz; Messdaten; Faktorenstruktur; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Fragebogen; Korrelation; Lehrerverhalten; Ausland; Interpersonale Kompetenz; Forschungsbedarf; Norwegen
Abstract	The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with a Norwegian sample of school children in Grades 1-3. Results of the factor analysis supported the use of 3 separate scales, as suggested by the scale author (Webster-Stratton, 1998); however, a number of items in each scale were reduced. Furthermore, the results showed among other findings that teachers reported more frequent contact with parents of children with conduct problems than with those of children who did not display conduct problems, and that parents of children with high levels of socio-emotional competence were more involved in their children's education than other parents. The results need to be replicated in future research in a more representative study population. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10