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 language | English |
|---|---|
| Journal | Urban Education |
| DOIs | |
| Publication status | Published - 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