Coparenting and Parental School Involvement

Autor/in	Berryhill, M. Blake
Titel	Coparenting and Parental School Involvement
Quelle	In: Child & Youth Care Forum, 46 (2017) 2, S.261-283 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-016-9384-8
Schlagwörter	Parent Participation; Parent School Relationship; Correlation; Children; Marital Status; Marital Instability; Mothers; Fathers; Structural Equation Models; Parenting Styles; Cooperation; Family Involvement; Gender Differences + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Korrelation; Child; Kind; Kinder; Familienstand; Familienkonflikt; Mother; Mutter; Co-operation; Kooperation; Geschlechterkonflikt
Abstract	Background: Parental school involvement is associated with social, psychological, and academic child outcomes. Beyond school, demographic, and individual influences, research on the relationship between family level processes and parental school involvement is limited. Coparenting is a unique family level relationship that influences parental engagement, but its link with parental school involvement is less understood. Objective: The goal of this study was to examine the association between coparenting support and biological mothers' and fathers' home-based involvement and school-based involvement when the child was 9-years-old. This study also tested whether biological parental union transitions (i.e., parental union dissolution; parental union formation with each other; stable coresident relationship with one another) significantly moderated these relationships, and whether the associations among the variables of interest were empirically stronger for mothers or fathers. Method: Using data from the Fragile Families and Child Wellbeing Study (N = 1896 biological mothers and fathers), the current study utilized multiple-sample latent variable structural equation modeling analyses to explore the above associations. Results: Higher levels of coparenting support were associated with higher levels of mothers' and fathers' home-based involvement, and higher levels of fathers' school-based involvement. Union transitions did not moderate these relationships. The link between coparenting support and home-based involvement was significantly stronger for mothers, and the link between coparenting support and school-based involvement was significantly stronger for fathers. Conclusions: Coparenting support may be important to understanding the many components that influence parental school involvement. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01