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Related Experiment Videos

Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender.

Julia Ogg1, Christopher J Anthony2

  • 1Northern Illinois University, Department of Psychology, DeKalb, IL 60115, USA.

Journal of School Psychology
|April 10, 2019
PubMed
Summary
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Parent involvement in schools showed a minor link to reduced child externalizing behavior. However, the study found no strong evidence for consistent bidirectional effects between parent involvement and student behavior across gender.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Understanding the relationship between parent involvement and child behavior is crucial for academic success.
  • Previous research suggests various forms of parent involvement may influence children's behavior, but longitudinal, bidirectional effects remain unclear.
  • Examining these associations across child gender is important for tailored interventions.

Purpose of the Study:

  • To longitudinally investigate bidirectional associations between parent involvement (home-based, school-based, home-school communication) and children's externalizing behavior.
  • To explore potential differences in these associations across child gender.
  • To analyze developmental trends in parent involvement.

Main Methods:

Keywords:
Cross-lagged panel modelsExternalizing behaviorsGender moderationParent involvement

Related Experiment Videos

  • Utilized data from the Early Childhood Longitudinal Study - Kindergarten Cohort (1998-99).
  • Employed cross-lagged panel analyses to examine relationships between parent involvement and externalizing behavior over time.
  • Analyzed large datasets (n=16,555 for home involvement/communication, n=12,011 for school involvement).

    • Main Results:

    • A small, statistically significant effect of school-based involvement in kindergarten on externalizing behavior in first grade was observed.
    • No other significant unidirectional or bidirectional effects were found between parent involvement and externalizing behavior.
    • Developmental trends revealed gender differences in average parent involvement, but not in the associations studied.

    Conclusions:

    • The study did not find robust evidence supporting strong unidirectional or bidirectional links between parent involvement and children's externalizing behavior.
    • Findings suggest that while school involvement may have a slight impact, the overall influence of parent involvement on externalizing behaviors is limited.
    • Further research is needed to fully understand the complex interplay of family variables and student behavior.