Kohl Gwynne O, Lengua Liliana J, McMahon Robert J
University of Washington.
J Sch Psychol. 2000 Nov;38(6):501-523. doi: 10.1016/S0022-4405(00)00050-9.
Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.
家长参与学校事务（PI）与孩子更积极的学业成绩和社交能力相关。然而，目前对家长参与的衡量存在不足之处，且需要更好地理解家长参与的预测因素。在本研究中，从4个不同地点高危社区的387名幼儿园和一年级儿童的标准样本中获取了相关测量数据。首先，对家长参与的理论因素模型进行验证性因素分析，确定了6个可靠的多报告者家长参与因素：家长与教师的联系、家长在学校的参与、家长与教师关系的质量、教师对家长的看法、家长在家中的参与以及家长对学校的认可。接下来，使用结构方程模型中的路径分析，检验了3个特定的家庭和人口风险因素——父母教育水平、母亲抑郁和单亲身份——与这6个家长参与因素之间的关系。结果表明，这3个风险因素与6个家长参与因素的关联各不相同：父母教育与4个家长参与结果显著相关，母亲抑郁与5个家长参与结果显著相关，单亲身份与3个家长参与结果显著相关。在这些关系中，未发现非裔美国家庭和白人家庭之间存在显著的种族差异。
