Journal
JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY
Volume 38, Issue 3, Pages 183-197Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10852352.2010.486297
Keywords
academic performance; parent involvement; student-teacher relationships
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Funding
- National Institute of Mental Health (NIMH) Behavioral Science Track Award [MH 55625]
- NIMH FIRST Award [MH 55584]
- NIMH K-award [MH 74077]
- NIMH Grant [MH 58144A]
- NATIONAL INSTITUTE OF MENTAL HEALTH [K02MH074077, R03MH055625, R01MH058144, R29MH055584] Funding Source: NIH RePORTER
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Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.
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