Examining Links between Parental Monitoring and School Engagement among Middle School Students with and without Elevated Behavior Ratings

Autor/inn/en	Hall, Garret J.; Garbacz, S. Andrew; Jordan, Phoebe; Zahn, Miranda; Smolkowski, Keith; Stormshak, Elizabeth A.; Seeley, John R.
Titel	Examining Links between Parental Monitoring and School Engagement among Middle School Students with and without Elevated Behavior Ratings
Quelle	In: School Psychology, 37 (2022) 3, S.259-272 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Garret J.) ORCID (Smolkowski, Keith) ORCID (Stormshak, Elizabeth A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000500
Schlagwörter	Middle School Students; Behavior Rating Scales; Behavior Problems; Grade 6; Grade 8; Grade 7; Peer Relationship; Parent Participation; Progress Monitoring; Learner Engagement; Grades (Scholastic); Interpersonal Competence; Student Behavior; Academic Achievement; Child Behavior Checklist; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Peer-Beziehungen; Elternmitwirkung; Notenspiegel; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Schulleistung
Abstract	The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multitiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01