Increasing School Success through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes

Autor/inn/en	Spoth, Richard; Randall, G. Kevin; Shin, Chungyeol
Titel	Increasing School Success through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes
Quelle	In: School Psychology Quarterly, 23 (2008) 1, S.70-89 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/1045-3830.23.1.70
Schlagwörter	Rural Schools; Intervention; Structural Equation Models; Academic Achievement; Grade 8; Grade 6; Grade 12; Competence; Family School Relationship; Family Programs; Student Development; High Risk Students; Hypothesis Testing; High School Seniors; Parent Education; Parenting Skills; Substance Abuse; Student Participation; Student School Relationship; Adolescents; Iowa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; School year 12; 12. Schuljahr; Schuljahr 12; Kompetenz; Family program; Familienprogramm; Problemschüler; Hypothesenprüfung; Hypothesentest; Parents education; Elternbildung; Elternschule; Drug use; Drug consomption; Drogenkonsum; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	An expanding body of research suggests an important role for parent or family competency training in children's social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnership-based family competency training effects on academic success in a general population. Specifically, it examines indirect effects of the Iowa Strengthening Families Program (ISFP) on school engagement in 8th grade and academic success in the 12th grade, through direct ISFP effects on intervention-targeted outcomes--parenting competencies and student substance-related risk--in 6th grade. Twenty-two rural schools were randomly assigned to either ISFP or a minimal-contact control group; data were collected from 445 families. Following examination of the equivalence of the measurement model across group and time, a structural equation modeling approach was used to test the hypothesized model and corresponding hypothesized structural paths. Significant effects of the ISFP were found on proximal intervention outcomes, intermediate school engagement, and the academic success of high school seniors. (Contains 2 figures and 3 tables.) (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10