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Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders
Author(s) -
SimonsMorton Bruce G.,
Crump Aria Davis
Publication year - 2003
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2003.tb03586.x
Subject(s) - psychology , developmental psychology , social competence , competence (human resources) , depressive symptoms , association (psychology) , longitudinal study , demography , social change , medicine , social psychology , cognition , psychiatry , pathology , sociology , economics , psychotherapist , economic growth
To identify factors associated with school adjustment and engagement, 1,267 sixth graders in four middle schools in one US school district were surveyed at the beginning (Time I) of the school year, 1,081 (85.3%) of whom were surveyed again at the end (Time 2). School adjustment was higher for girls than boys at both Time 1 and Time 2 and the decline was less for girls than boys and Whites than Blacks. School engagement also declined significantly from Time 1 to Time 2, but no differences existed among subgroups. In multiple linear regression analyses, female gender, school engagement, social competence, parental involvement, and depressive symptoms (negative association) assessed at Time 1 were associated with school adjustment assessed cross‐sectionally at Time 1 and prospectively at Time 2. Social competence and parental involvement assessed at Time 1 were associated with school engagement assessed at Time 1 and Time 2. Findings confirm the decline in school adjustment and engagement during middle school and provide evidence that parental involvement and social competence may be protective against declines in these variables.