Understanding Parental Educational Involvement: The Roles of Parental General and Child-Specific School Readiness Beliefs

Autor/inn/en	Boyle, Alaina E.; Benner, Aprile D.
Titel	Understanding Parental Educational Involvement: The Roles of Parental General and Child-Specific School Readiness Beliefs
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 66 (2020) 2, S.199-226, Artikel 4 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Parent Participation; School Readiness; Kindergarten; Surveys; Children; Longitudinal Studies; Academic Achievement; Parent Child Relationship; Student Adjustment; Child Behavior; Grade 1; Parent Attitudes; Poverty; Family Characteristics; Student Characteristics; Parenting Styles; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Readiness for school; School ability; Schulreife; Survey; Umfrage; Befragung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 01; 1. Schuljahr; Schuljahr 01; Elternverhalten; Armut
Abstract	Making a smooth transition to the K-12 (kindergarten through Grade 12) classroom context sets the stage for academic success throughout the life course. Parents' early education-related behaviors are linked with children's adjustment, yet less is known about how parental school readiness beliefs motivate parenting practices at this educational transition. We investigated the associations between parental school readiness beliefs (general and child-specific) following the transition to kindergarten and parents' involvement the following year. Using data from the Early Childhood Longitudinal Study--Kindergarten 2011 cohort (N=9,790), general school readiness beliefs and child-specific academic and behavioral competency beliefs were associated with school-based involvement in first grade. Kindergarten parents who held higher child-specific academic competency beliefs also reported less homework involvement and had greater teacher-reported classroom-based involvement in first grade. Family poverty status differences did not emerge. Findings can inform efforts to increase parental involvement by elucidating the ways in which parents' beliefs about their children motivate involvement strategies. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01