Early student (dis)engagement

Contributions of household chaos, parenting, and self-regulatory skills

The Family Life Project Key Investigators

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors that might contribute to children's early disengagement from school. In the present study, we examined associations between household chaos (i.e., disorganization and instability) from birth to age 5 and student (dis)engagement in third grade. We also examined positive parenting in early childhood (6-60 months) and child self-regulatory skills at kindergarten as potential mediators in this pathway. Participants were 1,097 children who participated in the Family Life Project, a longitudinal study of the development of children living in underresourced high poverty rural areas. Study questions were addressed using structural equation models. Results indicated that, even after taking into account a considerable number of covariates, early positive parenting and children's self-regulatory skills were viable process mechanisms through which early household disorganization, but not instability, was linked to student (dis)engagement in third grade. Findings are discussed with respect to the multilevel proximal forces at play in children's risk for early disengagement from school.

Original languageEnglish (US)
Pages (from-to)1480-1492
Number of pages13
JournalDevelopmental psychology
Volume55
Issue number7
DOIs
StatePublished - Jul 1 2019

Fingerprint

Parenting
chaos
Students
disengagement
student
school grade
drop-out
school
Student Dropouts
elementary school
Poverty Areas
Structural Models
Child Development
Longitudinal Studies
structural model
kindergarten
Parturition
longitudinal study
rural area
childhood

All Science Journal Classification (ASJC) codes

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

The Family Life Project Key Investigators. / Early student (dis)engagement : Contributions of household chaos, parenting, and self-regulatory skills. In: Developmental psychology. 2019 ; Vol. 55, No. 7. pp. 1480-1492.
@article{91ba2f20b8bf4505873a82eea176e6c0,
title = "Early student (dis)engagement: Contributions of household chaos, parenting, and self-regulatory skills",
abstract = "Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors that might contribute to children's early disengagement from school. In the present study, we examined associations between household chaos (i.e., disorganization and instability) from birth to age 5 and student (dis)engagement in third grade. We also examined positive parenting in early childhood (6-60 months) and child self-regulatory skills at kindergarten as potential mediators in this pathway. Participants were 1,097 children who participated in the Family Life Project, a longitudinal study of the development of children living in underresourced high poverty rural areas. Study questions were addressed using structural equation models. Results indicated that, even after taking into account a considerable number of covariates, early positive parenting and children's self-regulatory skills were viable process mechanisms through which early household disorganization, but not instability, was linked to student (dis)engagement in third grade. Findings are discussed with respect to the multilevel proximal forces at play in children's risk for early disengagement from school.",
author = "{The Family Life Project Key Investigators} and Garrett-Peters, {Patricia T.} and Mokrova, {Irina L.} and Carr, {Robert C.} and Lynne Vernon-Feagans and Lynne Vernon-Feagans and Greenberg, {Mark T.} and Blair, {Clancy B.} and Burchinal, {Margaret R.} and Martha Cox and Garrett-Peters, {Patricia T.} and Frank, {Jennifer L.} and Mills-Koonce, {W. Roger} and Willoughby, {Michael T.}",
year = "2019",
month = "7",
day = "1",
doi = "10.1037/dev0000720",
language = "English (US)",
volume = "55",
pages = "1480--1492",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "7",

}

Early student (dis)engagement : Contributions of household chaos, parenting, and self-regulatory skills. / The Family Life Project Key Investigators.

In: Developmental psychology, Vol. 55, No. 7, 01.07.2019, p. 1480-1492.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Early student (dis)engagement

T2 - Contributions of household chaos, parenting, and self-regulatory skills

AU - The Family Life Project Key Investigators

AU - Garrett-Peters, Patricia T.

AU - Mokrova, Irina L.

AU - Carr, Robert C.

AU - Vernon-Feagans, Lynne

AU - Vernon-Feagans, Lynne

AU - Greenberg, Mark T.

AU - Blair, Clancy B.

AU - Burchinal, Margaret R.

AU - Cox, Martha

AU - Garrett-Peters, Patricia T.

AU - Frank, Jennifer L.

AU - Mills-Koonce, W. Roger

AU - Willoughby, Michael T.

PY - 2019/7/1

Y1 - 2019/7/1

N2 - Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors that might contribute to children's early disengagement from school. In the present study, we examined associations between household chaos (i.e., disorganization and instability) from birth to age 5 and student (dis)engagement in third grade. We also examined positive parenting in early childhood (6-60 months) and child self-regulatory skills at kindergarten as potential mediators in this pathway. Participants were 1,097 children who participated in the Family Life Project, a longitudinal study of the development of children living in underresourced high poverty rural areas. Study questions were addressed using structural equation models. Results indicated that, even after taking into account a considerable number of covariates, early positive parenting and children's self-regulatory skills were viable process mechanisms through which early household disorganization, but not instability, was linked to student (dis)engagement in third grade. Findings are discussed with respect to the multilevel proximal forces at play in children's risk for early disengagement from school.

AB - Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors that might contribute to children's early disengagement from school. In the present study, we examined associations between household chaos (i.e., disorganization and instability) from birth to age 5 and student (dis)engagement in third grade. We also examined positive parenting in early childhood (6-60 months) and child self-regulatory skills at kindergarten as potential mediators in this pathway. Participants were 1,097 children who participated in the Family Life Project, a longitudinal study of the development of children living in underresourced high poverty rural areas. Study questions were addressed using structural equation models. Results indicated that, even after taking into account a considerable number of covariates, early positive parenting and children's self-regulatory skills were viable process mechanisms through which early household disorganization, but not instability, was linked to student (dis)engagement in third grade. Findings are discussed with respect to the multilevel proximal forces at play in children's risk for early disengagement from school.

UR - http://www.scopus.com/inward/record.url?scp=85063286078&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063286078&partnerID=8YFLogxK

U2 - 10.1037/dev0000720

DO - 10.1037/dev0000720

M3 - Article

VL - 55

SP - 1480

EP - 1492

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 7

ER -