TY - JOUR
T1 - Parent support for learning at school entry
T2 - Benefits for aggressive children in high-risk urban contexts
AU - Abenavoli, Rachel M.
AU - Greenberg, Mark T.
AU - Bierman, Karen L.
N1 - Funding Information:
Funding for this project was provided by a grant from the Pennsylvania Department of Health . The work of the first author was also supported by grant R305B090007 from the Institute of Education Sciences . The views expressed are the authors’ and do not represent the granting agencies. The authors thank Robert Nix, Michael Coccia, Jennifer Ford, and the PATHS to Success research assistants for their hard work in managing the data collection and data processing for this project, as well as the teachers, parents, and children who made this study possible.
Publisher Copyright:
© 2015 Elsevier Inc.
PY - 2015/12/31
Y1 - 2015/12/31
N2 - Children growing up in urban poverty are at high risk for low achievement across the school years, particularly when they enter school with elevated aggressive-disruptive behavior problems. In general, parent support for child learning is associated with school readiness and school success, but whether it serves as a protective factor for aggressive children in disadvantaged urban contexts is unknown. In this study, 207 urban and predominantly African American children with elevated aggressive-disruptive behavior problems at kindergarten entry (M= 5.94 years, SD= 0.39 years) were followed into first grade. Two dimensions of parent support for learning were assessed: teacher-rated parent school involvement and observed quality of parent teaching behaviors. Cross-lagged analyses indicated that parent support for learning predicted growth in aspects of children's academic knowledge and executive functioning over time, controlling for children's prior skills and demographic risk factors. Promoting parent support for learning may be a promising strategy to enhance the school readiness of children at dual risk due to contextual adversity and elevated aggressive-disruptive behavior problems.
AB - Children growing up in urban poverty are at high risk for low achievement across the school years, particularly when they enter school with elevated aggressive-disruptive behavior problems. In general, parent support for child learning is associated with school readiness and school success, but whether it serves as a protective factor for aggressive children in disadvantaged urban contexts is unknown. In this study, 207 urban and predominantly African American children with elevated aggressive-disruptive behavior problems at kindergarten entry (M= 5.94 years, SD= 0.39 years) were followed into first grade. Two dimensions of parent support for learning were assessed: teacher-rated parent school involvement and observed quality of parent teaching behaviors. Cross-lagged analyses indicated that parent support for learning predicted growth in aspects of children's academic knowledge and executive functioning over time, controlling for children's prior skills and demographic risk factors. Promoting parent support for learning may be a promising strategy to enhance the school readiness of children at dual risk due to contextual adversity and elevated aggressive-disruptive behavior problems.
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U2 - 10.1016/j.ecresq.2014.12.003
DO - 10.1016/j.ecresq.2014.12.003
M3 - Article
AN - SCOPUS:84937042053
SN - 0885-2006
VL - 31
SP - 9
EP - 18
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -