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Parent Involvement and Children’s Academic and Social Development in Elementary School
Author(s) -
El Nokali Nermeen E.,
Bachman Heather J.,
VotrubaDrzal Elizabeth
Publication year - 2010
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2010.01447.x
Subject(s) - psychology , developmental psychology , academic achievement , child development , social skills , multilevel model , social change , child health , medicine , pediatrics , machine learning , computer science , economics , economic growth
Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development ( N = 1,364) were used to investigate children’s trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within‐ and between‐child associations among maternal and teacher reports of parent involvement and children’s standardized achievement scores, social skills, and problem behaviors. Findings suggest that within‐child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between‐child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher and parent reports of parent involvement. Implications for policy and practice are discussed.