Department of Educational, School, & Counseling Psychology.
Sch Psychol. 2019 Jul;34(4):363-375. doi: 10.1037/spq0000290.
Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e., across and within elementary- and middle-school settings). Data were drawn from two randomized controlled trials that evaluated the efficacy of teacher training in universal classroom-management practices. Participants included 3,174 students and 207 teachers across 21 elementary and middle schools in the Midwest. Using hierarchical linear modeling, results revealed that family-school engagement was significantly higher in elementary than in middle schools. Student-level characteristics (i.e., identifying as White, participation in the free/reduced-price lunch program, and having lower levels of disruptive behavior) were also associated with higher levels of family-school engagement. In addition, student characteristics (i.e., race/ethnicity and level of disruptive behavior) moderated the relations between family-school engagement and developmental context. Regardless of developmental context, family-school engagement predicted positive end-of-year behavioral outcomes (i.e., increases in youth prosocial skills and decreases in youth concentration problems, disruptive behaviors, and emotional dysregulation). Last, moderation analyses revealed that these effects of family-school engagement were especially pronounced in middle school for concentration problems and emotional dysregulation. Overall, findings provide further support for the value of family-school engagement across development in fostering positive youth outcomes. However, it is evident that more steps must be taken to ensure family-school engagement practices are developed to support the unique needs of middle-school students and contexts. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
尽管家庭-学校参与在儿童和青少年发展中很重要，但大多数研究、项目和政策主要集中在小学生和环境上。本研究通过探索发展环境对家庭-学校参与（即贯穿小学和中学环境）的独特和共同贡献，超越了小学环境。数据来自两项评估教师普遍课堂管理实践培训效果的随机对照试验。参与者包括中西部 21 所小学和中学的 3174 名学生和 207 名教师。使用层次线性模型，结果显示，家庭-学校参与度在小学比在中学更高。学生层面的特征（即认定为白人、参加免费/降价午餐计划以及表现出较低水平的破坏性行为）也与更高水平的家庭-学校参与度相关。此外，学生特征（即种族/族裔和破坏性行为水平）调节了家庭-学校参与度与发展环境之间的关系。无论发展环境如何，家庭-学校参与都预测了积极的年终行为结果（即青年亲社会技能的提高和青年注意力问题、破坏性行为和情绪失调的减少）。最后，调节分析表明，家庭-学校参与对中学生注意力问题和情绪失调的影响尤其明显。总的来说，这些发现进一步支持了家庭-学校参与在促进积极的青年成果方面在整个发展过程中的价值。然而，显然必须采取更多措施确保家庭-学校参与实践得到发展，以满足中学生和环境的独特需求。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
