Differential Ecologies of Teacher and Parent Warm Involvement: A Pattern-Centered Analysis of Students' Academic Engagement
Document Type
Presentation
Presentation Date
4-10-2021
Abstract or Description
Students’ academic development is influenced by the differing social ecologies they inhabit, including the supportive interactions they experience with teachers and parents. To gain a more holistic understanding of how social contexts shape academic engagement during third-sixth grade, this study utilized a pattern-centered approach, in which median splits of teacher and parent reports of their involvement were used to create four social ecologies: (1) high teacher/parent support; (2) high teacher/low parent support; (3) low teacher/high parent support; and (4) low teacher/parent support. Results demonstrated that students belonging to ecologies with higher support from both adults had the highest levels of student- and teacher-reported engagement at both timepoints compared to students with high support from just one or neither adult.
Sponsorship/Conference/Institution
American Educational Research Association Conference (AERA)
Recommended Citation
Rickert, Nicolette P., Ellen A. Skinner.
2021.
"Differential Ecologies of Teacher and Parent Warm Involvement: A Pattern-Centered Analysis of Students' Academic Engagement."
Department of Psychology Faculty Presentations.
Presentation 110.
https://digitalcommons.georgiasouthern.edu/psych-facpres/110
Additional Information
"Georgia Southern University faculty member, Nicolette P. Rickert co-presented Differential Ecologies of Teacher and Parent Warm Involvement: A Pattern-Centered Analysis of Students' Academic Engagement in the American Educational Research Association Conference (AERA), April 2021.