Association of parental involvement and social competence with school adjustment and engagement among sixth graders.
Association of parental involvement and social competence with school adjustment and engagement among sixth graders.
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父母参与和社会能力与六年级学生的学校调整和参与之间的关系。
DOI：
10.1111/j.1746-1561.2003.tb03586.x
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Crump,AriaDavis
中科院分区：
文献类型：
--
作者：
Simons-Morton,BruceG;Crump,AriaDavis
为了确定与学校适应和参与相关的因素，在学年开始时（时间I）对美国一个学区的四所中学的1，267名六年级学生进行了调查，其中1，081人（85.3%）在结束时（时间2）再次接受调查。在时间1和时间2，女孩的学校适应程度高于男孩，女孩的下降幅度低于男孩，白人低于黑人。从时间1到时间2，学校参与度也显着下降，但亚组之间不存在差异。在多元线性回归分析中，女性性别，学校参与，社会能力，父母参与，和抑郁症状（负相关）在时间1评估与学校适应评估在时间1和前瞻性在时间2横断面。社会能力和家长参与的时间1评估与学校的参与评估时间1和时间2。研究结果证实，在中学期间的学校调整和参与下降，并提供证据表明，父母的参与和社会能力可能是保护这些变量的下降。
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.