ERIC Number: EJ1386611
Record Type: Journal
Publication Date: 2023-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2578-4218
EISSN: EISSN-2578-4226
A Longitudinal Study of Home-Based Involvement and Dyadic Adjustment during the Transition to Early Elementary School
Flack, Caleb E.; Garbacz, S. Andrew; Stormshak, Elizabeth A.; McIntyre, Laura Lee
School Psychology, v38 n5 p287-293 Sep 2023
Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which home-based involvement changes over time during the transition to early elementary school is less clear. Dyadic adjustment is the quality of the relationship between two partners. Grounded in family systems theory, the spillover hypothesis suggests that dyadic adjustment is an important influence on home-based involvement. However, there is limited research on the extent to which dyadic adjustment predicts home-based involvement. The present study used latent growth curve analysis to examine the trajectory of home-based involvement during the transition to early elementary school, as well as the extent to which dyadic adjustment predicts home-based involvement during this transition. Participants were 157 primary caregivers of children in kindergarten through second grade. Results suggest that home-based involvement has a negative, linear trajectory between kindergarten and second grade, and that dyadic adjustment predicts higher levels of home-based involvement at kindergarten, first grade, and second grade. Implications of study findings for research and practice are discussed, with a focus on preventive interventions that aim to promote dyadic adjustment and home-based involvement during the transition to early elementary school.
Descriptors: Longitudinal Studies, Family Environment, Adjustment (to Environment), Elementary School Students, Family Relationship, Kindergarten, Grade 1, Grade 2
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140189