A Longitudinal Study of Home-Based Involvement and Dyadic Adjustment during the Transition to Early Elementary School

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  • Additional Information
    • Availability:
      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: [email protected]; Web site: http://www.apa.org
    • Peer Reviewed:
      Y
    • Source:
      7
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A140189
    • Education Level:
      Elementary Education
      Early Childhood Education
      Kindergarten
      Primary Education
      Grade 1
      Grade 2
    • Subject Terms:
      Longitudinal Studies; Family Environment; Adjustment (to Environment); Elementary School Students; Family Relationship; Kindergarten; Grade 1; Grade 2
    • Accession Number:
      10.1037/spq0000543
    • ISSN:
      2578-4218
      2578-4226
    • Abstract:
      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.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1386611