Parent Beliefs and Parent Involvement as Contributors to Achievement, Social Skills, and Self-Regulation

Froiland, JM (John Mark)
Purdue, 100 N. University St., IN47907, West Lafayette

 

Submission type

Oral only

Scheduled

Room 119, 12-07-2019, 11:00 - 12:30

Keywords

School Readiness, Self-Regulation, Parent Involvement, Parent Beliefs, Achievement, Social Skills

Summary

This study examines associations among parents’ school readiness beliefs, home-based involvement, and measures of school readiness using nationally representative data among parents and kindergarten students across the U.S. Structural equation model results show that parents’ school readiness beliefs and home-based involvement practices were positively associated with children’s academic achievement (independently assessed reading and math), social skills, and self-regulation skills (i.e., intentional focus; inhibitory control; and approaches to learning).  Social skills and self-regulation skills were measured via teacher ratings. In addition, parents’ school readiness beliefs were positively associated with their home-based involvement practices.  In other words, parents who believed school readiness is important engaged in more home-based involvement practices, and had children with higher levels of academic achievement, social skills, and self-regulation skills.  Results also showed that parents’ school readiness beliefs were the most strongly associated with academic achievement, followed by self-regulation skills, then social skills.  These effects are above and beyond the following control variables: socioeconomic status, race/ethnicity (Asian American, Latino, African American, and Multiple Races), gender, age at assessment, early care and education experience. Findings suggest that parent school readiness beliefs should be considered along with parental involvement as a pathway toward learning, social skills, and self-regulation.

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