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Permanent link (DOI): https://doi.org/10.7939/R3028PN5S

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Parent-School Partnerships in Early Elementary: The Importance of Parent Educational Involvement in Children's Social-emotional Functioning Open Access

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Other title
Subject/Keyword
Early Elementary
Parent-school partnerships
Educational Involvement
Social-emotional functioning
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Gordon, Jennifer W.
Supervisor and department
Dr. Christina Rinaldi, Educational Psychology
Examining committee member and department
Dr. Lia Daniels, Educational Psychology
Dr. Jacqueline Pei, Educational Psychology
Dr. Cheryl Poth, Educational Psychology
Dr. Kathyrn Underwood, Early Childhood Studies, Ryerson University
Dr. Lynn McGarvey, Elementary Education
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2013-09-13T14:21:52Z
Graduation date
2013-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This quantitative study investigated the direct and indirect contributions of parent involvement (i.e., the quality and quantity of school-based and home-based involvement) in children's social-emotional functioning during early elementary grades (K-2). The sample was composed of 286 parents and 237 teachers. Data were collected using parent and teacher reports. After controlling for relevant background variables, the quality of home-based involvement was found to be the strongest predictor of children’s social-emotional functioning (i.e., pro-social skills, emotional regulation, and school liking), as rated by parents. Parent-teacher contact negatively predicted children’s social-emotional outcomes as rated by teachers (i.e., pro-social skills, emotional regulation, school liking, cooperative and autonomous participation), whereas parents’ school-based participation positively predicted these outcomes. Parent-school relationship quality positively predicted children’s pro-social skills and school liking as rated by parents, and was a salient predictor of boys’ school liking and cooperative participation, as rated by teachers. Parents’ school-based participation also predicted boys’ autonomous participation (but not girls), as rated by teachers. Finally, parent-teacher contact positively predicted parents’ frequency of home-based involvement, which in turn, positively predicted children’s pro-social skills and school liking, as rated by parents. School-based participation also predicted children’s pro-social skills indirectly through parents’ home-based involvement. Findings and implications are discussed in relation to research and theory, and aim to inform future parent-school partnership initiatives.
Language
English
DOI
doi:10.7939/R3028PN5S
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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