TY - JOUR
T1 - Parental involvement and the academic achievement and social functioning of Cuban school children
AU - Alvarez-Valdivia, Ibis M.
AU - Chavez, Kenia Lorenzo
AU - Schneider, Barry H.
AU - Roberts, Jesse S.
AU - Becalli-Puerta, Laura E.
AU - Pérez-Luján, Dalgys
AU - Sanz-Martínez, Yuri Arsenio
PY - 2013/6/1
Y1 - 2013/6/1
N2 - The goal of the current study was to investigate whether parental involvement is an important predictor of student outcomes within the Cuban school system, where extensive support for pupils' progress and adjustment are available from the peer group, community, and family. The participants were 188 children in Grades 2 and 3 from four localities in Cuba. School-based involvement was significantly higher among parents of children not at risk for behavioral problems than among parents of at-risk children. Parental involvement in Year 1 did not significantly predict changes in student academic competency or total difficulties between Year 1 and Year 2. These results suggest that school-based parental involvement may be of some importance in the adjustment of Cuban children. Any effects of parental involvement, however, were not strong enough to cause changes in ratings of student adjustment and achievement from Year 1 to Year 2. © The Author(s) 2012 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.
AB - The goal of the current study was to investigate whether parental involvement is an important predictor of student outcomes within the Cuban school system, where extensive support for pupils' progress and adjustment are available from the peer group, community, and family. The participants were 188 children in Grades 2 and 3 from four localities in Cuba. School-based involvement was significantly higher among parents of children not at risk for behavioral problems than among parents of at-risk children. Parental involvement in Year 1 did not significantly predict changes in student academic competency or total difficulties between Year 1 and Year 2. These results suggest that school-based parental involvement may be of some importance in the adjustment of Cuban children. Any effects of parental involvement, however, were not strong enough to cause changes in ratings of student adjustment and achievement from Year 1 to Year 2. © The Author(s) 2012 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.
KW - Academic achievement
KW - Cuba
KW - elementary schools
KW - parental involvement
KW - social adjustment
U2 - https://doi.org/10.1177/0143034312465794
DO - https://doi.org/10.1177/0143034312465794
M3 - Article
SN - 0143-0343
VL - 34
SP - 313
EP - 329
JO - School Psychology International
JF - School Psychology International
ER -