Department of Psychology in Education, School of Education, University of Pittsburgh, 5930 Posvar Hall, Pittsburgh, PA 15260, USA.
Child Dev. 2010 May-Jun;81(3):988-1005. doi: 10.1111/j.1467-8624.2010.01447.x.
Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children's trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and children's standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between-child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher and parent reports of parent involvement. Implications for policy and practice are discussed.
数据来自国家儿童健康与人类发展研究所（NICHD）的早期儿童保育和青年发展研究（N=1364），用于调查儿童在 1 年级、3 年级和 5 年级的学术和社会发展轨迹。分层线性模型用于检验母亲和教师报告的父母参与度与儿童标准化成就分数、社会技能和问题行为之间的儿童内和儿童间的关联。研究结果表明，父母参与度的儿童内改善预测问题行为的减少和社会技能的提高，但不预测成就的变化。儿童间分析表明，父母参与度高的儿童具有增强的社会功能和较少的行为问题。教师和家长报告的父母参与度也出现了类似的发现模式。讨论了对政策和实践的影响。
