PittsburghV1, Main, Merge, bibRecord, 007136

Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood

Identifieur interne : 007136 ( Main/Merge ); précédent : 007135; suivant : 007137

Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood

Auteurs : Lauretta M. Brennan [États-Unis] ; Elizabeth C. Shelleby [États-Unis] ; Daniel S. Shaw [États-Unis] ; Thomas J. Dishion [États-Unis] ; Frances Gardner [Royaume-Uni] ; Melvin Wilson [États-Unis]

Source :

Journal of educational psychology [ 0022-0663 ] ; 2013.

RBID : Pascal:14-0011600

Descripteurs français

Pascal (Inist)
- Réussite scolaire, Relation parent enfant, Comportement parental, Soutien social, Modèle équation structurale, Analyse corrélation, Age scolaire, Enfant.
Wicri :
- topic : Enfant.

English descriptors

KwdEn :
- Academic achievement, Child, Correlation analysis, Parent child relation, Parental behavior, School age, Social support, Structural equation modeling.

Abstract

This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.

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Pascal:14-0011600

Le document en format XML

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<front><div type="abstract" xml:lang="en">This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.</div>
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Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood

Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood

Source :

Descripteurs français

English descriptors

Abstract

Links toward previous steps (curation, corpus...)

Links to Exploration step

Le document en format XML

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