Publication Date

Spring 5-3-2026

Document Type

Student Project

First Advisor

Ogg, Julia

Degree Name

B.A. (Bachelor of Arts)

Department

Department of Psychology

Abstract

The relationship between parents and children have been found to be predictive of children’s socialization. Children’s behavior and social interactions are significant factors that shape their school experiences, which may be influenced by parents’ involvement and support towards their child’s education. This investigation studies the influence of parenting practices and parental support for learning on children’s internalizing and externalizing behaviors, inattention, and social competence. This study uses data from 181 kindergarten students, in which caregivers and teachers completed various questionnaires regarding aspects of specific parenting behavior, types of parental involvement, and children’s social skills and behavior. Using multiple linear regression analyses, child’s age and gender were significant negative predictors of internalizing behavior and inattention. Higher levels of parental management of the home learning environment were predictive of higher levels of children’s social competence. The findings highlight the importance in expanding the research on relationships between home-based involvement and children’s social-emotional outcomes.

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