The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children
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.
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Cites
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School/Family/Community Partnerships: Caring for the Children We Share
Epstein, J. L. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200326 · Cited by 2,219
Effects of Parental Involvement on Eighth-Grade Achievement
Sui-Chu, E. H., & Willms, J. D. (1996) · Sociology of Education · doi:10.2307/2112802 · Cited by 1,069
Eager to learn: educating our preschoolers
(2001) · Choice Reviews Online · doi:10.5860/choice.39-1702 · Cited by 1,042
An Ecological Perspective on the Transition to Kindergarten
Rimm-Kaufman, S. E., & Pianta, R. C. (2000) · Journal of Applied Developmental Psychology · doi:10.1016/s0193-3973(00)00051-4 · Cited by 946
Six Theories of Child Development: Revised Formulations and Current Issues
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Peabody Picture Vocabulary Test--Third Edition
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Fantuzzo, J. W., Tighe, E., & Childs, S. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.2.367 · Cited by 657
Self-citationSchools and families: creating essential connections for learning
(2002) · Choice Reviews Online · doi:10.5860/choice.40-0433 · Cited by 559
Cited by
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007) · Review of Educational Research · doi:10.3102/003465430305567 · Cited by 1,206
Parent Involvement and Children’s Academic and Social Development in Elementary School
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010) · Child Development · doi:10.1111/j.1467-8624.2010.01447.x · Cited by 771
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9351-1 · Cited by 349
Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010) · Journal of School Psychology · doi:10.1016/j.jsp.2010.03.002 · Cited by 256
Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.05.005 · Cited by 112
Metadata
- Authors
- Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2004-12-01
- Volume
- 33
- Issue
- 4
- Pages
- 467-480
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1910368904
- Cited by
- 600
- References
- 38
- FWCI
- 37.77
- Type
- journal article
- Language
- en
- Open access
- closed
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- Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children. School Psychology Review. https://doi.org/10.1080/02796015.2004.12086262
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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