NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015536
Record Type: Journal
Publication Date: 2013-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-5984
Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach
McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G.
Elementary School Journal, v114 n2 p277-300 Dec 2013
We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on "n" = 255 low-income Black and Hispanic students, and "n" = 60 kindergarten classrooms in the baseline year of an intervention trial. Hierarchical linear models revealed a moderated negative effect between parents' home-school communication and teacher emotional support on student behavior problems in kindergarten, as well as negative associations between school-based involvement and behavior problems. For children in classrooms with less teacher emotional support, greater communication between home and school was related to higher levels of behavior problems. Among children in classrooms with more teacher emotional support, this negative relationship was attenuated. Results illuminate the need to consider parent involvement within the context of classroom practices. (Contains 1 figure and 3 tables.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Eyberg Child Behavior Inventory; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A