Mother - Child Relationship as a Moderator of the Relation Between Family Educational Involvement and Child Achievement

Abstract

Abstract Objective. This investigation addresses the moderating effect of mother - child warmth and conflict on associations between family involvement in children's education and kindergartners' mathematics and literacy achievement. Design. One hundred seventy-five kindergartners and their mothers from low-income families completed questionnaires and assessments. Results. Maternal perceptions of warmth evidenced a significant moderating effect, but perceptions of conflict did not. Higher maternal school involvement in their children's education was related to higher child achievement if the mother and child shared a warm relationship. Conclusion. Child outcomes associated with family educational involvement in the school vary based on the positive nature of the mother - child relationship.