Parent involvement and children's academic and social development in elementary school.
Parent involvement and children's academic and social development in elementary school.
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DOI：
10.1111/j.1467-8624.2010.01447.x
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发表时间：
2010-05
影响因子：
4.6
通讯作者：
Votruba-Drzal E
中科院分区：
文献类型：
--
作者：
El Nokali NE;Bachman HJ;Votruba-Drzal E
来自NICHD早期儿童保育和青年发展研究（N= 1364）的数据被用来调查儿童在一年级、三年级和五年级的学业和社会发展轨迹。分层线性模型被用来检查内和儿童之间的协会之间的母亲和教师的报告，家长参与和儿童的标准化成绩，社会技能和问题行为。研究结果表明，在孩子的父母参与的改善预测下降的问题行为和社会技能的改善，但不预测的成就变化。儿童间分析表明，父母高度参与的儿童社会功能增强，行为问题较少。类似的模式出现了教师和家长的家长参与报告的结果。政策和实践的影响进行了讨论。
Data from the NICHD Study of Early Childcare and Youth Development (N= 1364) were used to investigate children's trajectories of academic and social development across first, third and fifth grade. 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.
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影响因子：
5
作者：
Dearing, E;McCartney, K;Simpkins, S
通讯作者：
Simpkins, S
影响因子：
4.9
作者：
Englund, MM;Luckner, AE;Egeland, B
通讯作者：
Egeland, B
影响因子：
10.1
作者：
Fan, XT;Chen, M
通讯作者：
Chen, M
影响因子：
4
作者：
BRADLEY, RH;CALDWELL, BM
通讯作者：
CALDWELL, BM
影响因子：
0.9
作者：
Duncan, Greg J.;Gibson-Davis, Christina M.
通讯作者：
Gibson-Davis, Christina M.