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Societies
Special Issues
Rethink the Relationship between Family Involvement and Child Development
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Rethink the Relationship between Family Involvement and Child Development

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (31 March 2022) | Viewed by 23467

Special Issue Editor

Dr. Laura Nathans

E-Mail Website
Guest Editor
Human Development and Family Studies, Penn State Scranton, Dunmore, PA 18512, USA
Interests: research in the efficacy of home visiting interventions for young children and how home visitor characteristics affect program implementation; parent involvement in children’s education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue of Societies will explore the relationship between family involvement and child development. It will include research that shows how family involvement is related to improved cognitive and socioemotional development across the range of childhood years for children from different types of backgrounds, including low socioeconomic status, middle-income, and high-income backgrounds, as well as children from diverse races and ethnicities. The issue will include articles that discuss factors that support family involvement in working with children to benefit them across their childhood years, such as having a supportive administration in the school or adequate preservice preparation prior to becoming a teacher. Another focus of this Special Issue is methods by which to best foster family involvement with diverse populations in order to benefit children from different cultures, such as fostering greater home-based involvement or use of interpreters. Articles addressing novel approaches to engaging hard-to-reach parents in ways that will enable them to become more involved with their children’s education both inside and outside the classroom will be highlighted in this Special Issue. Different frameworks for conceptualizing parent involvement are welcome in this Special Issue, such as Epstein’s six types of parent involvement or Hoover-Dempsey’s framework. Articles utilizing quantitative, qualitative, and mixed-methods approaches will be included in this Special Issue.

Contributions have to follow one of the three categories (article/review/conceptual paper) of papers for the journal and address the topic of the Special Issue. Please read details at: https://www.mdpi.com/journal/societies/instructions.

We look forward to receiving your contributions.

Dr. Laura Nathans
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as conceptual papers are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • family involvement
  • parent engagement
  • cognitive development
  • socioemotional development
  • cultural diversity

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Published Papers (4 papers)

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Research

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20 pages, 309 KiB  
Article
Parental Warmth and Parent Involvement: Their Relationships to Academic Achievement and Behavior Problems in School and Related Gender Effects
by Parminder Parmar and Laura Nathans
Societies 2022, 12(6), 161; https://doi.org/10.3390/soc12060161 - 15 Nov 2022
Cited by 4 | Viewed by 9244
Abstract
Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. [...] Read more.
Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. Because behavior problems scores differed gender, gender differences om these relationships were explored. Study questions were framed in terms of Epstein’s theory of school, family, and community partnerships and Rohner’s parental acceptance-rejection theory. A sample of Indian seventh through tenth graders gave ratings of parental warmth and parent involvement. Their teachers gave ratings of academic achievement and behavior problems. Results showed that parental warmth and parent involvement were significant predictors of academic achievement and behavior problems for boys. Parental warmth was a significant predictor of academic achievement and behavior problems for girls. The results regarding parental warmth supported parental acceptance-rejection theory. Results suggested the need to increase the awareness of the importance of parent involvement for children in India and to continue to support parents in maintaining warm and accepting relationships with their children. Full article
(This article belongs to the Special Issue Rethink the Relationship between Family Involvement and Child Development)
16 pages, 288 KiB  
Article
Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
by Laura Nathans and Amber Brown
Societies 2022, 12(2), 65; https://doi.org/10.3390/soc12020065 - 5 Apr 2022
Cited by 1 | Viewed by 2642
Abstract
This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) attitudes toward parent involvement were measured before and after exposure to the online Parent Teacher Education Connection (PTEC) curriculum [...] Read more.
This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) attitudes toward parent involvement were measured before and after exposure to the online Parent Teacher Education Connection (PTEC) curriculum which provides information about Epstein’s six types of parent involvement. The four universities infused this curriculum differently into their coursework. Results showed that items demonstrated change related to how the four universities infused parent involvement curriculum into coursework. Overall, teacher-initiated involvement items showed more changes than parent-initiated items. Across the whole sample, there was change in items related to all six types of parent involvement. Results highlighted the importance of infusing parent involvement into the curriculum or teaching a full course, including activities placing pre-service teachers in the role of the parent, including service learning, and focusing on cultural diversity. Full article
(This article belongs to the Special Issue Rethink the Relationship between Family Involvement and Child Development)
15 pages, 730 KiB  
Article
Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School
by Sabrina Bonanati and Charlott Rubach
Societies 2022, 12(2), 63; https://doi.org/10.3390/soc12020063 - 1 Apr 2022
Cited by 1 | Viewed by 4016
Abstract
Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- [...] Read more.
Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- and home-based involvement with children’s reading competence. We also tested whether school- and home-based involvement mediated the relationship between structural context variables (e.g., migration background) and reading competence. A total of 254 parent–child dyads answered a questionnaire at two measurement points, i.e., at the beginning and the end of the first grade in elementary school. Home-based involvement and reading competence were negatively, reciprocally related to each other. Furthermore, we found a negative association between reading competence at the beginning of grade 1 and the relative change in school-based involvement at the end of grade 1. No mediation effects of school- and home-based involvement in the relation between structural context variables and reading competence were found. This paper provides a deeper understanding of the complex interrelations of the family–school partnership during the first school year. Full article
(This article belongs to the Special Issue Rethink the Relationship between Family Involvement and Child Development)
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Review

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15 pages, 540 KiB  
Review
Digitally Mediated Parenting: A Review of the Literature
by Sue Nichols and Nadia Selim
Societies 2022, 12(2), 60; https://doi.org/10.3390/soc12020060 - 31 Mar 2022
Cited by 17 | Viewed by 6662
Abstract
The field of digital parenting is an emergent and dynamic area of research. This paper presents a structured literature review of research papers published between 2016 and 2021 which report empirical studies of parenting in the online space. Studies were sourced from Scopus [...] Read more.
The field of digital parenting is an emergent and dynamic area of research. This paper presents a structured literature review of research papers published between 2016 and 2021 which report empirical studies of parenting in the online space. Studies were sourced from Scopus and Web of Science using combinations of parent*/father/mother AND engage*/involve*/participat* AND online/digital*/virtual. A corpus of 144 papers were subjected to a first round of analysis, which resulted in the identification of two main clusters: Digital Parenting (Digi-P) and Digital Parental Involvement in Schooling (Digi-S). The first of these, constituting 92 papers, was the focus of a thematic analysis which is reported in this review. This review analysis is informed by theories of mediation in general, and parental mediation specifically. It finds that restrictive mediation was the most commonly reported parental approach to managing children’s online activities; that child age, gender, and vulnerability and parents’ ICT knowledge and experience impact on parents’ mediation practices; that children and parents have different perspectives and knowledge about children’s online activities; that parents’ online activities also impact on their children; and that parenting at a distance is supported by digital tools. Full article
(This article belongs to the Special Issue Rethink the Relationship between Family Involvement and Child Development)
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