Journal article
Examining Links Between Parental Monitoring and School Engagement Among Middle School Students With and Without Elevated Behavior Ratings
School psychology, Vol.37(3), pp.259-272
05/01/2022
DOI: 10.1037/spq0000500
PMID: 35324236
Abstract
Impact and Implications Conduct problems and peer affiliation in seventh grade mediated the relationship between student-reported parental monitoring in sixth-grade and eighth-grade academic engagement variables (student-reported grades and school participation). These effects did not vary significantly across students with elevated and unelevated behavior ratings, suggesting that parental monitoring may be a meaningful factor to target for prevention of behavioral difficulties at the universal level.
The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multitiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed.
Details
- Title: Subtitle
- Examining Links Between Parental Monitoring and School Engagement Among Middle School Students With and Without Elevated Behavior Ratings
- Creators
- Garret J. Hall - Florida State Univ, Dept Educ Psychol & Learning Syst, Tallahassee, FL 32306 USAS. Andrew Garbacz - Univ Wisconsin, Dept Educ Psychol, 1025 West Johnson St,316E, Madison, WI 53706 USAPhoebe Jordan - Cincinnati Childrens Hosp Med Ctr, Cincinnati, OH 45229 USAMiranda Zahn - Univ Wisconsin, Dept Educ Psychol, 1025 West Johnson St,316E, Madison, WI 53706 USAKeith Smolkowski - Oregon Research InstituteElizabeth A. Stormshak - Univ Oregon, Prevent Sci Inst, Eugene, OR 97403 USAJohn R. Seeley - Oregon Research Institute
- Resource Type
- Journal article
- Publication Details
- School psychology, Vol.37(3), pp.259-272
- Publisher
- Educational Publishing Foundation-American Psychological Assoc
- DOI
- 10.1037/spq0000500
- PMID
- 35324236
- ISSN
- 2578-4218
- eISSN
- 2578-4226
- Number of pages
- 14
- Grant note
- R305B150003; R324A090111 / Institute of Education Sciences, U.S. Department of Education; US Department of Education
- Language
- English
- Date published
- 05/01/2022
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984701834002771
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