Department of Psychology, University of Otago, PO Box 56, Dunedin 9054, New Zealand.
Department of Psychology, University of Otago, PO Box 56, Dunedin 9054, New Zealand.
J Sch Psychol. 2017 Jun;62:11-31. doi: 10.1016/j.jsp.2017.03.001. Epub 2017 Apr 12.
This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention".
本研究描述了父母和教师的信念和态度与他们参与孩子小学头两年的方式之间的关系。在新西兰的四所学校的 12 个班级中招募了刚上小学一年级（5 岁）孩子的家长；共有 196 个家庭参与了孩子的第一年，124 个家庭继续参与了孩子的第二年。家长完成了《家庭参与问卷》，我们还从档案中收集了家长记录的孩子的口头阅读作业。教师对家长在学校参与程度的评价（第 2 级）以及家长对教师邀请参与的评价及其感知的时间和精力（第 1 级），都有助于在多层次模型中参与一年级的学校活动，家长对教师邀请参与的评价也被发现可以预测回归分析中一年级的家校沟通。在多层次模型中，对一年级孩子与家长阅读有贡献的因素包括家庭中有两个或更多成年人的一级预测因素以及家长感知的时间和精力。纵向分析表明，从一年级到二年级，每种参与形式都存在一致性和变化，每种参与形式的增加都与家长和/或教师对二年级参与的看法的增加有关，这是在横断面时间序列分析中发现的。对于希望与家庭建立联系的学校来说，父母对孩子教育的参与可能受到父母对自身能力的看法、教师的参与努力以及学校参与氛围的影响。这是一篇关于“教育和干预中的家庭参与”的特刊文章。
