A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children

TLDR

The study aimed to obtain a multidimensional picture of parent involvement in kindergarten. The study involved 307 low‑income, ethnic‑minority children and their primary caregivers in a large urban Northeast school district. Parent involvement dimensions in kindergarten matched those seen in preschool, and multivariate analysis showed that active home learning promotion, regular school contact, and fewer barriers were associated with children’s higher social and academic engagement. © 2004 Wiley Periodicals, Inc., Psychol Schs 41: 363–377.

Abstract

Abstract The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.