Mother - Child Relationship as a Moderator of the Relation Between Family Educational Involvement and Child Achievement

Sandra D. Simpkins · Heather B. Weiss · Kathleen McCartney · Holly Kreider · Eric Dearing

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Parental Involvement in Education Early Childhood Education and Development Family Dynamics and Relationships

Abstract

Objective. This investigation addresses the moderating effect of mother - child warmth and conflict on associations between family involvement in children's education and kindergartners' mathematics and literacy achievement. Design. One hundred seventy-five kindergartners and their mothers from low-income families completed questionnaires and assessments. Results. Maternal perceptions of warmth evidenced a significant moderating effect, but perceptions of conflict did not. Higher maternal school involvement in their children's education was related to higher child achievement if the mother and child shared a warm relationship. Conclusion. Child outcomes associated with family educational involvement in the school vary based on the positive nature of the mother - child relationship.

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References

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2009Parent Involvement as a Predictor of Teacher–Child Relationship Quality in Third Grade 2020Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement 2015Foundational Aspects of Family–School Connections: Definitions, Conceptual Frameworks, and Research Needs 2010Parenting Practices, Parenting Style, and Children’s School Achievement

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