A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children.

By C. McWayne, Virginia R. Hampton, J. Fantuzzo, H. Cohen, Yumiko Sekino. 2004

493 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bfdd29686b90e9556b3856465675431f2411da99

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In Clinical Psychology

In Education

Citations in the corpus

Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006, background): “Findings about the relationship between parent involvement and achievement also vary according to the populations examined (e.g., Barnard, 2004; McWayne et al., 2004).”
Factors Predicting Turkish and Korean Students' Science and Mathematics Achievement in TIMSS 2011. (2016, result): “Similarly, previous research findings suggest that parental involvement have positive influences on student achievement (Mcwayne et al., 2004; Sui-Chu & Willms, 1996).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “For school-age children, there is a consistent body of research suggesting that regardless of background characteristics, parent involvement makes a difference in developmental outcomes (Barnard, 2004; Dearing, Kreider, Simpkins, & Weiss, 2006; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004 ).”
Home‐based Parental Involvement in Young Children’s Education: Examining the effects of maternal education across U.S. ethnic groups (2007, background): “Parents support and facilitate their children’s education at home through several means: engaging them in learning‐stimulating activities, discussing school and family issues, and conveying educational expectations (McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004 ).”
Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006, background): “Children’s early experience within their family and aspects of family structure are consistently strong predictors of preacademic skills, as well as later academic achievement and cognitive functioning (Bornstein & Tamis-LeMonda, 1989; Estrada, Arsenio, Hess, & Holloway, 1987; McWayne, Hampton, Fan”