Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children

Abstract

Relations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. Parental report of family involvement was gathered in late fall using a multidimensional assessment. Relations between family involvement dimensions and end of the year outcomes of approaches to learning, conduct problems, and receptive vocabulary were investigated. Results revealed that Home-Based family involvement emerged as the strongest predictor of child outcomes. This dimension associated significantly with children's motivation to learn, attention, task persistence, receptive vocabulary skills, and low conduct problems. The School-Based Involvement dimension was significantly related to low conduct problems in the classroom when combined with the influence of Home-Based Involvement. The School-Based Involvement and Home-School Conferencing dimensions did not predict later child outcomes when considered simultaneously with Home-Based Involvement.

The Association Between Child ADHD Symptoms and Changes in Parental Involvement in Kindergarten Children’s Learning During COVID-19

“…A large body of research has substantiated the link between parental involvement and child outcomes, including academic achievement (Fan & Chen, 2001) and social and behavioral outcomes (Barger et al, 2019;Fantuzzo et al, 2004). Although parental involvement has been stratified into several distinct types of educational involvement (Epstein, 2010), parents' home-based involvement in children's learning is a type of educational involvement that is particularly associated with child academic outcomes (Fantuzzo et al, 2004; and is particularly relevant during the at-home learning period. Home-based involvement constitutes parents' participation in their child's learning and parent behaviors that create an environment at home that is conducive to learning .…”

Longitudinal Relationships Between Parent Involvement, Parental Warmth, ADHD Symptoms, and Reading Achievement

“…One challenge in research on PI is the inconsistent use of terms and measures used to define this construct. Although not ubiquitous, theoretical models have identified three forms of PI: (a) home-based involvement, (b) school-based involvement, and (c) parent–teacher/school communication/contact as distinct forms of PI behaviors (Epstein, 1995; Fantuzzo, McWayne, Perry, & Childs, 2004; Hoover-Dempsey et al, 2005). Home-based involvement involves activities parents engage in at home to support their child’s education, such as helping with homework or taking their child to educational events or settings (e.g., library and museum).…”

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

“…However, for all children with EBD, parental involvement in their education is important. Findings from previous studies show that when parents are involved in their child's education, children show improved behavior in school, socially as well as academically (Bulotsky-Shearer, Wen, Faria, Hahs-Vaughn, & Korfmacher, 2012;Fantuzzo, McWayne, Perry, & Childs, 2004). To reduce classroom problem behavior, schools should therefore invest in the quality of the parent-teacher relationship and stimulate a higher involvement of parents in the educational process, especially considering the finding that families of children with EBD are significantly less involved in their children's education than families of children with other disabilities (Wagner et al, 2005).…”