TY - JOUR
T1 - Parents’ and Teachers’ Academic Influences, Behavioral Engagement, and First and Fifth-Grade Achievement
AU - Bryce, Crystal I.
AU - Bradley, Robert
AU - Abry, Tashia
AU - Swanson, Jodi
AU - Thompson, Marilyn
N1 - Publisher Copyright:
© 2018 American Psychological Association
PY - 2019
Y1 - 2019
N2 - Parents and teachers—primary socializers across elementary grades—offer potentially differential support mechanisms for children’s healthy functioning across developmental periods. Utilizing child, parent, teacher, and observational data from the National Institute of Child Health and Human Department Study of Early Child Care and Youth Development (n = 1,031), we employed a longitudinal path model to examine indirect associations between parents’ and teachers’ academic influences (i.e., direct parental involvement, the student–teacher relationship, instructional support) and achievement (reading and math) through behavioral engagement at 1st and 5th grades. Results indicated indirect associations linking direct parental involvement (positively, 1st grade only), student–teacher conflict (negatively, both grades), and instructional support (positively, both grades) to achievement via behavioral engagement, after accounting for the co-occurrence of parents’ and teachers’ academic influences and other child characteristics. School psychologists may opt for interventions focusing on parents’ and teachers’ academic influence to indirectly effect achievement by promoting elementary school behavioral engagement.
AB - Parents and teachers—primary socializers across elementary grades—offer potentially differential support mechanisms for children’s healthy functioning across developmental periods. Utilizing child, parent, teacher, and observational data from the National Institute of Child Health and Human Department Study of Early Child Care and Youth Development (n = 1,031), we employed a longitudinal path model to examine indirect associations between parents’ and teachers’ academic influences (i.e., direct parental involvement, the student–teacher relationship, instructional support) and achievement (reading and math) through behavioral engagement at 1st and 5th grades. Results indicated indirect associations linking direct parental involvement (positively, 1st grade only), student–teacher conflict (negatively, both grades), and instructional support (positively, both grades) to achievement via behavioral engagement, after accounting for the co-occurrence of parents’ and teachers’ academic influences and other child characteristics. School psychologists may opt for interventions focusing on parents’ and teachers’ academic influence to indirectly effect achievement by promoting elementary school behavioral engagement.
KW - achievement
KW - behavioral engagement
KW - direct parental involvement
KW - instructional support
KW - student–teacher relationship
UR - http://www.scopus.com/inward/record.url?scp=85056574141&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85056574141&partnerID=8YFLogxK
U2 - 10.1037/spq0000297
DO - 10.1037/spq0000297
M3 - Article
C2 - 30451513
AN - SCOPUS:85056574141
SN - 2578-4218
VL - 34
SP - 492
EP - 502
JO - School Psychology
JF - School Psychology
IS - 5
ER -