When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills

Autor/in	Baker, Claire E.
Titel	When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills
Quelle	In: Early Child Development and Care, 188 (2018) 2, S.208-219 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1211118
Schlagwörter	Fathers; Parent School Relationship; Predictor Variables; Academic Achievement; Social Development; Emotional Development; Mothers; Family Environment; Gender Differences; Reading Achievement; Mathematics Achievement; Teacher Attitudes; Longitudinal Studies; Children; Surveys; Kindergarten; Interpersonal Competence; Observation; Family Characteristics; Statistical Analysis; Scores; National Competency Tests; Regression (Statistics); Early Childhood Longitudinal Survey; Social Skills Rating System; Home Observation for Measurement of Environment; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Prädiktor; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Mother; Mutter; Familienmilieu; Geschlechterkonflikt; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung; Interpersonale Kompetenz; Beobachtung; Statistische Analyse; Regression; Regressionsanalyse
Abstract	The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics. A total of 3570 children participated in the study (47% European American, 35% African-American, and 18% Hispanic). Although mothers in this study engaged in more frequent involvement in their children's schools, father-school involvement was positively associated with children's reading, math, and teacher-rated approaches to learning scores in elementary school. Furthermore, father-school involvement predicted better reading and math scores after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01