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

  • Author / Creator
    Gordon, Jennifer W.
  • 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.

  • Subjects / Keywords
  • Graduation date
    2013-11
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3028PN5S
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Psychological Studies in Education
  • Supervisor / co-supervisor and their department(s)
    • Dr. Christina Rinaldi, Educational Psychology
  • Examining committee members and their departments
    • Dr. Cheryl Poth, Educational Psychology
    • Dr. Lia Daniels, Educational Psychology
    • Dr. Jacqueline Pei, Educational Psychology
    • Dr. Lynn McGarvey, Elementary Education
    • Dr. Kathyrn Underwood, Early Childhood Studies, Ryerson University