Parents' School Readiness Beliefs, Home and School-Based Involvement, and Children's Transition to Kindergarten

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Family Partnership in Early Childhood

Abstract

The current study empirically tests the conceptual model of academic socialization (Taylor, Clayton, & Rowley, 2004) by estimating a structural equation model to examine the associations among parents’ school readiness beliefs, home and school-based parental involvement during preschool, and children’s academic achievement at kindergarten entry using data drawn from the Early Childhood Longitudinal Study—Birth cohort. Findings indicate that parents’ who place more importance on behavior-oriented school readiness attributes engage in more home-based parental involvement activities, which in turn, positively predicts children’s reading and mathematics achievement during the transition to kindergarten entry. Establishing a link between parents’ school readiness beliefs and involvement may enhance efforts to promote home and school-based parental involvement.

Author

• Jaime Lynn Puccioni, University at Albany - SUNY