Understanding the Relation Between Family Engagement in Education and Preschoolers’ Socioemotional and Behavioral Functioning in a Primarily Latinx Sample

Samantha Reaves, Cecilia Martinez-Torteya, David S. Kosson

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)630-661
Number of pages32
JournalUrban Education
Volume57
Issue number4
Early online date27 Nov 2020
DOIs
Publication statusPublished - Apr 2022

Bibliographical note

Funding Information:
All authors would like to acknowledge the support and partnership of El Valor to produce this scholarship.

Funding Information:
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

Publisher Copyright:
© The Author(s) 2020.

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

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