Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach

Autor/inn/en	McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G.
Titel	Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach
Quelle	In: Elementary School Journal, 114 (2013) 2, S.277-300 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/673200
Schlagwörter	Parent Participation; Kindergarten; Behavior Problems; Emotional Development; Teacher Student Relationship; Low Income Groups; African American Students; Hispanic American Students; Correlation; Family School Relationship; Student Behavior; Urban Schools; Classroom Environment; New York; Eyberg Child Behavior Inventory; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Elternmitwirkung; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Korrelation; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima
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 kindergarten classrooms 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. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10