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Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.
J Sch Psychol 2010; 48(4):269-92JS

Abstract

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity.

Authors+Show Affiliations

Department of Child Development and Family Studies, 101 Gates Road, Purdue University, West Lafayette, IN 47907-2020, USA. powelld@purdue.eduNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

20609850

Citation

Powell, Douglas R., et al. "Parent-school Relationships and Children's Academic and Social Outcomes in Public School Pre-kindergarten." Journal of School Psychology, vol. 48, no. 4, 2010, pp. 269-92.
Powell DR, Son SH, File N, et al. Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten. J Sch Psychol. 2010;48(4):269-92.
Powell, D. R., Son, S. H., File, N., & San Juan, R. R. (2010). Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), pp. 269-92. doi:10.1016/j.jsp.2010.03.002.
Powell DR, et al. Parent-school Relationships and Children's Academic and Social Outcomes in Public School Pre-kindergarten. J Sch Psychol. 2010;48(4):269-92. PubMed PMID: 20609850.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten. AU - Powell,Douglas R, AU - Son,Seung-Hee, AU - File,Nancy, AU - San Juan,Robert R, Y1 - 2010/04/08/ PY - 2008/11/04/received PY - 2010/02/26/revised PY - 2010/03/10/accepted PY - 2010/7/9/entrez PY - 2010/7/9/pubmed PY - 2010/10/12/medline SP - 269 EP - 92 JF - Journal of school psychology JO - J Sch Psychol VL - 48 IS - 4 N2 - Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. SN - 1873-3506 UR - https://www.unboundmedicine.com/medline/citation/20609850/Parent_school_relationships_and_children's_academic_and_social_outcomes_in_public_school_pre_kindergarten_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-4405(10)00016-6 DB - PRIME DP - Unbound Medicine ER -