Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors

Conduct Problems prevention Research Group

Research output: Contribution to journalArticle

237 Citations (Scopus)

Abstract

Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.

Original languageEnglish (US)
Pages (from-to)501-523
Number of pages23
JournalJournal of School Psychology
Volume38
Issue number6
DOIs
StatePublished - Nov 1 2000

Fingerprint

Single Parent
parents
Demography
Mothers
Depression
school
Education
Ethnic Groups
African Americans
Statistical Factor Analysis
Theoretical Models
single parent
parent-teacher relationship
social competence
reporter
teacher
Caucasian
kindergarten
factor analysis
education

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{7edaefa6834a4cc4a70f4396aec95cdb,
title = "Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors",
abstract = "Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.",
author = "{Conduct Problems prevention Research Group} and Kohl, {Gwynne O.} and Lengua, {Liliana J.} and McMahon, {Robert J.} and Karen Bierman and Coie, {John D.} and Dodge, {Kenneth A.} and Greenberg, {Mark T.} and Lochman, {John E.} and McMahon, {Robert J.} and Pinderhughes, {Ellen E.}",
year = "2000",
month = "11",
day = "1",
doi = "10.1016/S0022-4405(00)00050-9",
language = "English (US)",
volume = "38",
pages = "501--523",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",
number = "6",

}

Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. / Conduct Problems prevention Research Group.

In: Journal of School Psychology, Vol. 38, No. 6, 01.11.2000, p. 501-523.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors

AU - Conduct Problems prevention Research Group

AU - Kohl, Gwynne O.

AU - Lengua, Liliana J.

AU - McMahon, Robert J.

AU - Bierman, Karen

AU - Coie, John D.

AU - Dodge, Kenneth A.

AU - Greenberg, Mark T.

AU - Lochman, John E.

AU - McMahon, Robert J.

AU - Pinderhughes, Ellen E.

PY - 2000/11/1

Y1 - 2000/11/1

N2 - Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.

AB - Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.

UR - http://www.scopus.com/inward/record.url?scp=0034311719&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0034311719&partnerID=8YFLogxK

U2 - 10.1016/S0022-4405(00)00050-9

DO - 10.1016/S0022-4405(00)00050-9

M3 - Article

AN - SCOPUS:0034311719

VL - 38

SP - 501

EP - 523

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

IS - 6

ER -