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
JournalUrban Education
DOIs
Publication statusPublished - 2020

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.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

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