Department of Education, College of Education, Korea University, Seoul, South Korea.
Span J Psychol. 2012 Jul;15(2):582-91. doi: 10.5209/rev_sjop.2012.v15.n2.38869.
The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.
本研究旨在探讨三个预测变量（对学校的态度、亲子沟通和学校投入行动）与因变量（家长参与度）之间的关系，并在三个代表性群体（讲英语的白人和拉丁美裔家庭、讲英语的拉丁美裔家庭和讲西班牙语的拉丁美裔家庭）中检验这些关系是否一致。本研究使用国家数据库（N=9841），通过多组 SEM 分析来调查三个家庭群体中三个预测变量与因变量之间的关系。虽然这三个预测变量都显著预测了讲英语的白人和拉丁美裔家庭的家长参与度，但只有两个变量（亲子沟通和学校投入行动）显著预测了讲西班牙语的拉丁美裔家庭的家长参与度。本研究结果表明，当学校的管理人员、教师和辅导员努力与拉丁美裔家庭分享特定的学校相关信息时，讲西班牙语的家庭更有可能参与学校事务。
