GSE Faculty Research
Document Type
Journal Article
Date of this Version
2004
Publication Source
School Psychology Review
Volume
33
Issue
4
Start Page
467
Last Page
480
Abstract
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 emerged 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.
Copyright/Permission Statement
Posted with the permission of the National Association of School Psychologists.
Keywords
involvement, competencies, urban, low-income
Recommended Citation
Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children. School Psychology Review, 33 (4), 467-480. Retrieved from https://repository.upenn.edu/gse_pubs/438
Date Posted: 06 November 2017
This document has been peer reviewed.