ERIC Number: EJ1144519
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence from a Low-Income, Urban Sample
Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.; McClowry, Sandee G.
Early Education and Development, v28 n5 p590-606 2017
Research Findings: Home-based involvement--defined as the actions parents take to promote children's learning outside of school--is often the most efficient way for low-income parents to be involved with their children's education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for low-income families. This is a notable oversight given established links between parent involvement and children's educational outcomes. To learn more about this gap, we used data from 220 low-income, urban students to examine associations between 4 dimensions of child temperament--negative reactivity, task persistence, withdrawal/shyness, and motor activity--and home-based parent involvement. Parent-child conflict was also examined as a mechanism explaining associations between dimensions of child temperament and parent involvement. Hierarchical multiple regression analyses revealed that a withdrawn/shy temperament in children predicted lower levels of home-based parent involvement, whereas a task-persistent temperament predicted higher levels of home-based parent involvement. Parent-child conflict partially mediated the relationship between task persistence and home-based parent involvement. Practice or Policy: Results expand understanding of home-based involvement at kindergarten entry in low-income families and illuminate the need to consider child temperament within the context of early intervention programs.
Descriptors: Family Involvement, Low Income Groups, Kindergarten, Parent Participation, Correlation, Urban Schools, Personality Traits, Emotional Response, Attention, Persistence, Withdrawal (Psychology), Psychomotor Skills, Child Development, Parent Child Relationship, Conflict, Multiple Regression Analysis, Achievement Tests, Questionnaires, Behavior Problems, Child Behavior, Measures (Individuals), Student Behavior, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Eyberg Child Behavior Inventory