Publication Date
2024
Document Type
Dissertation/Thesis
First Advisor
Shelleby, Elizabeth C.
Degree Name
M.A. (Master of Arts)
Legacy Department
Department of Psychology
Abstract
Existing literature has evidenced that parent involvement (PI) in education has a significant and positive association with child outcomes, including social-emotional, behavioral, and academic achievement. Much of the research, however, examines the associations between home-based and school-based PI constructs and their associations with student academic achievement outcomes. The present study adds to the PI literature by examining the longitudinal associations between parent factors (i.e., mean income-to-needs ratio from age birth to age 9 and highest maternal educational attainment at age 5) and the home-school communication PI construct (i.e., quality and quantity reported by teachers and primary caregivers) at age 9. Additionally, the present study examined the longitudinal associations between child factors (i.e., externalizing and internalizing behaviors at age 5) and the home-school communication PI construct (i.e., quality and quantity reported by teachers and primary caregivers) at age 9. Further, the present study explored the additive effects of parent SES and child behaviors on the teacher and primary caregiver-reported home-school communication (i.e., quality and quantity). These associations were investigated using longitudinal data of 4,898 participating families from the Future of Families and Child Wellbeing Study (FFCWS) data set. A total of 18 structural equation models were run, controlling for key demographic variables. Parent SES variables were positively associated with both teacher-reported quantity and quality of home-school communication. Additionally, child behaviors were negatively associated with both teacher-reported quantity and quality of home-school communication. Although maternal educational attainment was positively associated with the primary caregiver-reported quantity of home-school communication, the mean income-to-needs ratio was negatively associated with primary caregiver-reported home-school communication. Further, child behaviors were positively associated with the primary caregiver-reported quantity of home-school communication. All these abovementioned associations remained present in the additive models that incorporated parent factors, child factors, and home-school communication variables. Further implications are discussed below.
Recommended Citation
Banks, Brianna Isabel, "The Association Between Parent SES, Child Externalizing and Internalizing Behaviors, and Home-School Communication" (2024). Graduate Research Theses & Dissertations. 8009.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/8009
Extent
130 pages
Language
en
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
