Kindergarten transition services, school climate, and parental involvement : effects on children’s developmental outcomes in third grade
| dc.contributor.advisor | Benner, Aprile D. | |
| dc.contributor.committeeMember | Gershoff, Elizabeth T. | |
| dc.contributor.committeeMember | Hazen-Swann, Nancy | |
| dc.creator | Boyle, Alaina Elizabeth | |
| dc.creator.orcid | 0000-0003-3071-3506 | |
| dc.date.accessioned | 2023-09-19T22:56:42Z | |
| dc.date.available | 2023-09-19T22:56:42Z | |
| dc.date.created | 2016-08 | |
| dc.date.issued | 2016-09-19 | |
| dc.date.submitted | August 2016 | |
| dc.date.updated | 2023-09-19T22:56:43Z | |
| dc.description.abstract | Transition into kindergarten is a critical educational transition for children that has enduring academic and social consequences. Academic, socioemotional, and behavioral challenges following the transition to K-12 schooling can initiate turning points characterized by negative academic trajectories across young people’s educational careers. The current study examines the effects of kindergarten school processes (i.e., transition services and school climate) on children’s academic and socioemotional outcomes in third grade and to what extent these relations are mediated by children’s early adjustment and parental educational involvement. Family socioeconomic status (SES) was also tested as a possible moderator of study relations. Data were drawn from 10,540 kindergarten students (50% females; 63% White, 11% African American, 16% Latino, 6% Asian American, and 4% other race/ethnicity) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort 1998. Results indicated that both kindergarten transition services and school climate were related to children’s academic abilities, but not socioemotional adjustment, in third grade. The link between kindergarten school processes and children’s distal outcomes was mediated by children’s greater early academic skills mastery in the spring of kindergarten, which in turn elicited greater parental educational involvement behaviors. Moderation analyses revealed that greater early academic skills elicited more school-based involvement strategies for high SES children, whereas lower levels of early academic skills elicited more home-based involvement strategies for middle and low SES children. These findings suggest that academic interventions and supports could be carefully targeted to better support young children’s early educational success. | |
| dc.description.department | Human Development and Family Sciences | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/2152/121765 | |
| dc.identifier.uri | http://dx.doi.org/10.26153/tsw/48591 | |
| dc.language.iso | en | |
| dc.subject | Kindergarten transition | |
| dc.subject | School climate | |
| dc.subject | Transition services | |
| dc.subject | Parental educational involvement | |
| dc.subject | Academic achievement | |
| dc.subject | Socioemotional well-being | |
| dc.subject | Early education | |
| dc.subject | Middle childhood | |
| dc.title | Kindergarten transition services, school climate, and parental involvement : effects on children’s developmental outcomes in third grade | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Human Development and Family Sciences | |
| thesis.degree.discipline | Human development and family sciences | |
| thesis.degree.grantor | The University of Texas at Austin | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts |