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

*Autor correspondiente de este trabajo

Producción científicarevisión exhaustiva

4 Citas (Scopus)

Resumen

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.

Idioma originalEnglish
Páginas (desde-hasta)630-661
Número de páginas32
PublicaciónUrban Education
Volumen57
N.º4
Fecha en línea anticipada27 nov 2020
DOI
EstadoPublished - abr 2022

Nota bibliográfica

Publisher Copyright:
© The Author(s) 2020.

All Science Journal Classification (ASJC) codes

  • Educación
  • Estudios urbanos

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