ERIC Number: EJ683756
Record Type: Journal
Publication Date: 2004
Reference Count: 45
Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children
Fantuzzo, John; McWayne, Christine; Perry, Marlo A.; Childs, Stephanie
School Psychology Review, v33 n4 p467-480 2004
Relations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. Parental report of family involvement was gathered in late fall using a multidimensional assessment. Relations between family involvement dimensions and end of the year outcomes of approaches to learning, conduct problems, and receptive vocabulary were investigated. Results revealed that Home-Based family involvement emerges as the strongest predictor of child outcomes. This dimension associated significantly with children's motivation to learn, attention, task persistence, receptive vocabulary skills, and low conduct problems. The School-Based Involvement dimension was significantly related to low conduct problems in the classroom when combined with the influence of Home-Based Involvement. The School-Based Involvement and Home-School Conferencing dimensions did not predict later child outcomes when considered simultaneously with Home-Based Involvement.
Descriptors: Disadvantaged Youth, Early Childhood Education, Vocabulary Skills, Learning Motivation, Family Involvement, Low Income Groups, Urban Areas, Outcomes of Education, Student Behavior
National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Publication Type: Journal Articles; Numerical/Quantitative Data; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A