The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students with Elevated Emotional and Behavioral Risks

Autor/inn/en	Lambert, Matthew C.; Duppong Hurley, Kristin; January, Stacy-Ann; Huscroft D'Angelo, Jacqueline
Titel	The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students with Elevated Emotional and Behavioral Risks
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 1, S.54-66 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (January, Stacy-Ann) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266211020256
Schlagwörter	Parent Participation; Achievement Gap; High School Students; At Risk Students; Emotional Disturbances; Behavior Problems; Correlation; Academic Achievement; Parent School Relationship; Volunteers; Family Environment; Interpersonal Communication; Parent Child Relationship; Grade Point Average; Grade 9; Academic Aspiration; Homework; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Elternmitwirkung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gefühlsstörung; Korrelation; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Freiwilliger; Familienmilieu; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09; Hausaufgabe
Abstract	Parental involvement in school is an undoubtedly important element of a student's educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01