Family and School Influences on Youths' Behavioral and Academic Outcomes: Cross-Level Interactions between Parental Monitoring and Character Development Curriculum

Abstract

The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5-8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.

The Explanation of Adolescent Delinquent Behaviors Based on Jessor's Problem Behavior Theory (PBT) in Iran: The Role of Individual Vulnerability, Opportunity Risk Availability, and Perceived Support

“…Likewise, adolescents are much more likely to react to environmental influences considering the uncertainty with new expectations and social life (63). Moreover, these findings are consistent with previous work, which has underscored the essential roles of school and family in developing child competency (64,65). Consistent with prior work [e,g., (66)], our findings document that family support and teacher support are associated with lower levels of delinquent behaviors in adolescents.…”

High school learning outcomes: The effect of self-regulation, resilience, and family environment

“…Students from welladjusted families will always have the tenacity to do their hardest, adapt, be more motivated, and take their involvement in the educational process seriously. This findings likely conform with previous ones suggesting that the family environment significantly influences student learning outcomes (Tanjung, 2020;Afriyani, 2020;Umar et al, 2020;Lindfors et al, 2018;García et al, 2018;Hampden-Thompson & Galindo, 2017;Top et al, 2017;Long & Pang, 2016;Jayanthi & Srinivasan, 2015;Cho & Campbell, 2011). Teachers/mentors and other people can affect student learning outcomes and motivation (Sacntrock, 2015).…”

“…Regarding the explanation above, there is research that has contradictory results showing that the family environment has no relationship with student learning outcomes at school (Pappattu & Vanitha, 2017). While several other previous studies show the results of their research that there is a positive influence of the family environment on student learning outcomes Ion et al, 2020;Tanjung, 2020;Afriyani, 2020;Umar et al, 2020;Lindfors et al, 2018;Hampden-Thompson & Galindo, 2017;Top et al, 2017;Long & Pang, 2016;J. & K., 2015;Cho & Campbell, 2011).…”

Examining family and school factors as predictors of delinquency: A study of juvenile offenders, at‐risk students, and low‐risk students in Malaysia

“…For example, Flouri and Midouhas (2016) found that school could not moderate the effect of family poverty on children's behavior in primary school. Overall, though, most of the studies found that the combined influences of these two factors could support the development of good behavior, emotional adjustment, well-being, and the prevention of delinquency among adolescents (Crespo, Jose, Kielpikowski, & Pryor, 2013;Davis et al, 2004;Lucero et al, 2015;Top, Liew, & Luo, 2017).…”