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dc.contributor.authorBerthelsen, Donnaen
dc.contributor.authorDaniel, Graham Ren
dc.contributor.authorWang, Cenen
dc.description.abstractParent involvement is widely accepted as being associated with children’s improved educational outcomes. However, the role of early school-based parent involvement is still being established. This study investigated the mediating role of self-regulated learning behaviors in the relationship between early school-based parent involvement and children’s academic achievement, using data from the Longitudinal Study of Australian Children (N = 2616). Family socioeconomic position, Aboriginal and Torres Strait Islander status, language background, child gender and cognitive competence, were controlled, as well home and community based parent involvement activity in order to derive a more confident interpretation of the results. Structural equation modeling analyses showed that children’s self-regulated learning behaviors fully mediated the relationships between school-based parent involvement at Grade 1 and children’s reading achievement at Grade 3. Importantly, these relationships were evident for children across all socio-economic backgrounds. Although there was no direct relationship between parent involvement at Grade 1 and numeracy achievement at Grade 3, parent involvement was indirectly associated with higher children's numeracy achievement through children’s self-regulation of learning behaviors, though this relationship was stronger for children from middle and higher socio-economic backgrounds. Implications for policy and practice are discussed, and further research recommended.en
dc.subjectEducation and Training -- Early Childhooden
dc.subjectFamilies -- Childrenen
dc.subjectFamilies -- Parents and Parentingen
dc.titleEarly school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal studyen
dc.typeJournal Articlesen
dc.description.keywordsSchool-based parent involvementen
dc.description.keywordsAcademic achievementen
dc.description.keywordsSelf-regulated learningen
dc.identifier.journalEarly Childhood Research Quarterlyen
dc.identifier.issue3rd Quarteren
dc.subject.dssLearning, education and trainingen
dc.subject.dssFamilies and relationshipsen
dc.subject.dssmaincategoryEducation and Trainingen
dc.subject.dsssubcategoryParents and Parentingen
dc.subject.dsssubcategoryEarly Childhooden
dc.subject.flosseFamilies and relationshipsen
dc.subject.flosseLearning, education and trainingen
item.fulltextNo Fulltext-
item.openairetypeJournal Articles-
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