Limited literature assessed the relation between family engagement in education and young children’s socioemotional and behavioral functioning. This study investigated these associations longitudinally among urban and low-income, predominantly Latinx preschoolers (n = 69) and their mothers. Initial home-school conferencing predicted lower levels of child socioemotional and behavioral difficulties about 8 months later (β = −.20, p <.05). Additionally, initial child socioemotional and behavioral difficulties predicted higher levels of later home-based involvement (β =.23, p <.05). Results highlighted bidirectional associations between these constructs and suggested potential avenues to enhance family engagement in education and reduce child socioemotional and behavioral problems.
Bibliographical noteFunding Information:
All authors would like to acknowledge the support and partnership of El Valor to produce this scholarship.
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: DePaul—Rosalind Franklin University Pilot Grant Program
© The Author(s) 2020.
All Science Journal Classification (ASJC) codes
- Urban Studies