Too Much of a Good Thing? Testing the Curvilinear Relationship between Parental Involvement and Student Outcomes in Elementary School.
Most scholars, parents, and educators agree that parental involvement is beneficial for children's academic and developmental outcomes. However, a small but growing body of scholarship suggests that intensive parental involvement may potentially hinder children's development. In this study, we exami...
| Publicado en: | Social Forces Vol. 101; no. 3; pp. 1230 - 1258 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Mar2023
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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=161313550&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 161313550 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00377732 SFR jtl: Social Forces issn: 00377732 maglogo: N pubinfo: dt: Mar2023 vid: 101 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 161313550 10.1093/sf/soac001 ppf: 1230 ppct: 28 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.2MB tig: atl: Too Much of a Good Thing? Testing the Curvilinear Relationship between Parental Involvement and Student Outcomes in Elementary School. aug: au: Li, Angran Cheng, Simon Vachon, Todd E affil: Department of Sociology , Zhejiang University , China Department of Sociology , University of Connecticut , USA School of Management and Labor Relations, Rutgers University , US su: Parent participation in education Children Parents Student activities Developmental programs sug: subj: Parent participation in education Children Parents Student activities Developmental programs ab: Most scholars, parents, and educators agree that parental involvement is beneficial for children's academic and developmental outcomes. However, a small but growing body of scholarship suggests that intensive parental involvement may potentially hinder children's development. In this study, we examine the "more is less" assumption in parental involvement research and formally test the argument of parental overinvolvement. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), we examine whether high levels of involvement are associated with unintended negative child development in elementary school. Analyses based on curvilinear mixed effects models show that elevated parental expectations, intensive participation in extracurricular activities, and increased parental school involvement are associated with diminishing returns to children's outcomes. The most meaningful parental overinvolvement pattern is found for internalizing problems. These patterns are generally consistent for children from all socioeconomic levels. We conclude with a discussion of the research and policy implications of these findings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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