Education and Human Sciences, College of (CEHS)
First Advisor
Eric Buhs
Date of this Version
5-2024
Citation
A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial Fulfillment of requirements for the degree of Master of Arts
Major: Educational Psychology
Under the supervision of Professor Eric Buhs
Lincoln, Nebraska, May 2024
Abstract
The contributions that parents make to child development have been heavily investigated but the potential links between parents’ child rearing beliefs and school involvement levels have been overlooked. In this study, a model was proposed where parental involvement was examined as a potential mediator in the relationship between parents’ child-rearing beliefs and internalizing and externalizing outcomes in children. Using data from the NICHD SECCYD study, these constructs were examined in first, third, and fifth grade (N = 1128). SEM analyses supported our hypothesis regarding the mediating effect of parental involvement and it appeared to act as a potential mediator through which parental child rearing beliefs may be associated with children’s externalizing behavior. However, parallel mediating pathways for the internalizing behavior outcome returned non-significant estimates. Overall, these findings highlight the importance of home-school relationships and the need to examine interventions designed to promote and facilitate student support among/between parents and educators.
Advisor: Eric Buhs
Included in
Educational Psychology Commons, Educational Sociology Commons, Elementary Education Commons, Human Factors Psychology Commons, Other Education Commons, Social Psychology and Interaction Commons
Comments
Copyright 2024, Catalina Correa Ramirez. Used by permission