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Home-Based Parent Involvement and Latinx Children's Social-Emotional Competence as a Function of the COVID-19 Pandemic
Home-Based Parent Involvement and Latinx Children's Social-Emotional Competence as a Function of the COVID-19 Pandemic
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153110
- ISBN
- 9798384442103
- DDC
- 300.72
- 서명/저자
- Home-Based Parent Involvement and Latinx Childrens Social-Emotional Competence as a Function of the COVID-19 Pandemic
- 발행사항
- [Sl] : The University of Texas at Austin, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 151 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
- 주기사항
- Advisor: Bearman, Sarah Kate;Calzada, Esther.
- 학위논문주기
- Thesis (Ph.D.)--The University of Texas at Austin, 2024.
- 초록/해제
- 요약Parent involvement in education is defined as the allocation of familial resources towards activities that promote children's learning and development and is thought to be an important contributor to the children's development of school readiness in early childhood (Fantuzzo et al., 2000). Social-emotional competence is a keystone component of school readiness as it supports growth in other domains and predicts future outcomes for children (Domitrovich, et al., 2017). COVID-19 and the stay-at-home orders of 2020 disrupted schooling and inherently changed the nature of parent involvement in children's education. This study examines the impact of time on parent involvement and tests whether caregiver-reported COVID-19-related distress predicts changes in parent involvement and children's social-emotional competence. Data comes from a community sample of caregivers (N = 232) assessed at four timepoints from Fall 2019 to Summer 2021, starting when their children enrolled in prekindergarten. Growth curve modeling was used to identify changes in parent involvement across time and identify effects of caregiver-reported COVID-19-related distress. Mediation analysis was used to identify effects of caregiver-reported COVID-19-related distress on children's social-emotional competence through parent involvement behaviors. Results indicate high levels of parent involvement throughout the study, with limited significant changes across time. COVID-19-related distress did not predict changes in parent involvement or children's social-emotional competence. Limitations and future directions are discussed.
- 일반주제명
- Social psychology
- 일반주제명
- Developmental psychology
- 기타저자
- The University of Texas at Austin Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-04B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)123vireo25022Hess
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a300.72
■1001 ▼aHess, Katherine E.
■24510▼aHome-Based Parent Involvement and Latinx Children's Social-Emotional Competence as a Function of the COVID-19 Pandemic
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a151 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: B.
■500 ▼aAdvisor: Bearman, Sarah Kate;Calzada, Esther.
■5021 ▼aThesis (Ph.D.)--The University of Texas at Austin, 2024.
■520 ▼aParent involvement in education is defined as the allocation of familial resources towards activities that promote children's learning and development and is thought to be an important contributor to the children's development of school readiness in early childhood (Fantuzzo et al., 2000). Social-emotional competence is a keystone component of school readiness as it supports growth in other domains and predicts future outcomes for children (Domitrovich, et al., 2017). COVID-19 and the stay-at-home orders of 2020 disrupted schooling and inherently changed the nature of parent involvement in children's education. This study examines the impact of time on parent involvement and tests whether caregiver-reported COVID-19-related distress predicts changes in parent involvement and children's social-emotional competence. Data comes from a community sample of caregivers (N = 232) assessed at four timepoints from Fall 2019 to Summer 2021, starting when their children enrolled in prekindergarten. Growth curve modeling was used to identify changes in parent involvement across time and identify effects of caregiver-reported COVID-19-related distress. Mediation analysis was used to identify effects of caregiver-reported COVID-19-related distress on children's social-emotional competence through parent involvement behaviors. Results indicate high levels of parent involvement throughout the study, with limited significant changes across time. COVID-19-related distress did not predict changes in parent involvement or children's social-emotional competence. Limitations and future directions are discussed.
■590 ▼aSchool code: 0227.
■650 4▼aIndividual & family studies
■650 4▼aSocial psychology
■650 4▼aDevelopmental psychology
■653 ▼aParent involvement
■653 ▼aChildren's learning
■653 ▼aChildren's development
■653 ▼aSocial-emotional competence
■690 ▼a0620
■690 ▼a0628
■690 ▼a0451
■71020▼aThe University of Texas at Austin▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g86-04B.
■790 ▼a0227
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164980▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
