Parent Involvement and Children's Academic and Social Development in Elementary School

By Nermeen E. El Nokali, Heather J. Bachman, Elizabeth Votruba-Drzal. Child Development, 2010

815 citations recorded by the source corpus.

Data from the NICHD Study of Early Childcare and Youth Development (N= 1364) were used to investigate children's trajectories of academic and social development across first, third and fifth grade. Hierarchical linear modeling was used to examine within- and between-child associations among maternal- and teacher-reports of parent involvement and children's standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between-child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher- and parent-reports of parent involvement. Implications for policy and practice are discussed.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/93c193f4cba466c9267bc14b625806675ca09994

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In Clinical Psychology

1. J. Froiland
2. Holly Schiffrin
3. M. Liss
4. Kathleen M. Minke
5. E. Kim
6. S. Son
7. D. Powell
8. S. Sheridan

In Education

1. J. Froiland
2. Holly Schiffrin
3. M. Liss
4. Sira Park
5. Kathleen M. Minke
6. E. Kim
7. Natalie A. Koziol
8. S. Son

Citations in the corpus

• Congruence in Parent-Teacher Relationships (2014, background): “However, there are also studies that show no, or negative, effects of parent involvement on child outcomes (see El Nokali et al., 2010), possibly as a result of varying definitions and measures of parent involvement.”
• The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study (2017, background): “For instance, a longitudinal study of within-family changes in PI did not find associated gains in reading and mathematics standardized scores during the elementary years (El Nokali et al., 2010).”
• Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes (2012, methodology): “In contrast, El Nokali, Bachman, and Votruba-Drzal (2010) found that increases in parent involvement at school and home across first, third, and fifth grade were linked to enhanced social functioning and reduced behavior problems but were largely unrelated to individual growth in language, early…”
• Intensive Parenting: Does it Have the Desired Impact on Child Outcomes? (2014, background): “In addition, parental involvement has been associated with fewer behavior problems (Day and Padilla-Walker 2009; Grolnick and Ryan 1989; Nokali et al. 2010).”
• Reserving Time for Daddy: The Consequences of Fathers’ Quotas (2019, neutral): “These policies are motivated by the idea that active fathering not only benefits child development (Tamis-LeMonda and Cabrera 2002; El Nokali, Bachman, and Votruba-Drzal 2010; Lamb 2010) and improves men’s satisfaction with contact with their children (Haas and Hwang 2008) but may also promote…”