TY - JOUR
T1 - Changes in Parental Involvement and Parental Expectations During High School for Students With Emotional and Behavioral Difficulties
AU - Duppong Hurley, Kristin
AU - January, Stacy Ann A.
AU - Lambert, Matthew C.
AU - Huscroft D’Angelo, Jacqueline
AU - Hamilton, Alexandra
N1 - The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A190055 to the University of Nebraska, Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A190055 to University of Nebraska, Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
PY - 2024/12/20
Y1 - 2024/12/20
N2 - Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties (N = 888) compared with their peers (N = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs.
AB - Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties (N = 888) compared with their peers (N = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs.
KW - adolescents
KW - emotional and behavioral difficulties
KW - parental expectations
KW - parental involvement
UR - http://www.scopus.com/inward/record.url?scp=85212838081&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85212838081&partnerID=8YFLogxK
U2 - 10.1177/10634266241301374
DO - 10.1177/10634266241301374
M3 - Article
AN - SCOPUS:85212838081
SN - 1063-4266
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
ER -