TY - JOUR
T1 - Understanding the Relation Between Family Engagement in Education and Preschoolers’ Socioemotional and Behavioral Functioning in a Primarily Latinx Sample
AU - Reaves, Samantha
AU - Martinez-Torteya, Cecilia
AU - Kosson, David S.
N1 - 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.
PY - 2022/4
Y1 - 2022/4
N2 - 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.
AB - 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.
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U2 - 10.1177/0042085920974073
DO - 10.1177/0042085920974073
M3 - Article
AN - SCOPUS:85096837099
SN - 0042-0859
VL - 57
SP - 630
EP - 661
JO - Urban Education
JF - Urban Education
IS - 4
ER -