A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model.
Objectives: Parents' early school involvement is central to successful school transition. However, results of parenting programs aimed at improving kindergarten transition for children from disadvantaged backgrounds are inconclusive and the achievement gap is increasing. Using a family resilience mo...
| Publicado en: | Journal of Child & Family Studies Vol. 28; no. 10; pp. 2826 - 2842 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Springer Nature
Oct2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=138504872&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 138504872 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Oct2019 vid: 28 iid: 10 pid: 237 pub: Springer Nature artinfo: ui: 138504872 10.1007/s10826-019-01462-0 ppf: 2826 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 885KB tig: atl: A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model. aug: au: Smith-Adcock, Sondra Leite, Walter Kaya, Yasmine Amatea, Ellen affil: The School of Human Development and Organizational Studies in Education, University of Florida, 32611-7046, Gainesville, FL, USA Department of Educational Science, Ataturk University, Erzurum, Turkey su: Control (Psychology) Behavior disorders in children Discipline of children Emotions Preschools Parenting Psychology of parents Social participation Psychological stress Students Student attitudes Family relations Socioeconomic factors Family roles Children Academic achievement evaluation Learning strategies Mathematical models Psychological resilience Theory Structural equation modeling sug: subj: Control (Psychology) Behavior disorders in children Discipline of children Emotions Preschools Parenting Psychology of parents Social participation Psychological stress Students Student attitudes Family relations Socioeconomic factors Family roles Children Child Day Care Services Academic achievement evaluation Learning strategies Mathematical models Psychological resilience Theory Structural equation modeling keyword: Kindergarten Parent school involvement Parenting stress Poverty Social-emotional school readiness Kindergarten Parent school involvement Parenting stress Poverty Social-emotional school readiness ab: Objectives: Parents' early school involvement is central to successful school transition. However, results of parenting programs aimed at improving kindergarten transition for children from disadvantaged backgrounds are inconclusive and the achievement gap is increasing. Using a family resilience model, we examine relationships between a set of parenting resilience and risk factors, Kindergarteners' social-emotional readiness, and reading achievement in a sample of families with low-incomes using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K 1998-99) dataset. Methods: Using Structural Equation Modeling, we estimated direct and indirect relationships between parenting processes and children's social-emotional readiness and reading achievement. Parenting factors were latent variables in our model, and included parenting stress, discipline practices, family rules, parent-school involvement, home involvement, and cultural involvement. Mediating variables were indicators of social-emotional readiness including, approaches to learning, self-control, interpersonal skills, externalizing, and internalizing problem behaviors. Results: School involvement and approaches to learning directly influenced kindergarten reading achievement. Parenting stress was negatively related to reading achievement through approaches to learning. Parent-school involvement was positively related to achievement through approaches to learning and negatively through self-control. Approaches to learning partially mediated the relationship between parent-school involvement and reading outcomes, and fully mediated the relationship between parenting stress and reading outcomes. Conclusions: Kindergarten children's approaches to learning (attention, persistence, organization, and flexibility) may be a helpful focus of intervention for Kindergarten transition. For families with low SES, interventions that target parenting stress, approaches to learning, and reading achievement should be of particular concern for educators. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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