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Abstract
The present study examined influences of sixth-grade student-reported parent educational involvement on early adolescent peer group affiliations at seventh and eighth grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across 20 middle schools in the northwest region of the United States. Findings suggested that specifically parent’s educational involvement in sixth grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development.
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Author Biographies
S. Andrew Garbacz is an assistant professor in the Department of Educational Psychology at the University of Wisconsin-Madison. His research focuses on examining ecological programs that promote positive social behavior and reduce behavior problems for children and adolescents.
Argero A. Zerr is the current Oscar Kaplan Postdoctoral fellow at San Diego State University. Her program of research focuses on the study of contextual factors related to the development and treatment of youth internalizing problems.
Thomas J. Dishion is a professor of Clinical Psychology at the Arizona State University, and director of the ASU REACH Institute. He is also a senior research scientist at the Oregon Research Institute. His translational research has focused on family, peer and school experiences that define youth risk for antisocial behavior, substance use and depression. He has developed school based interventions such as the Family Check-up, and been involved in prevention trials in schools and community settings. He has over 400 scientific publications on these topics.
John R. Seeley is professor in the Department of Special Education and Clinical Sciences at the University of Oregon and a senior research scientist at the Oregon Research Institute. His research interests include developmental psychopathology, prevention scienc, and school-based health intervention.
Elizabeth Stormshak is the director of the Prevention Science Institute and a professor in the College of Education at the University of Oregon. Her research focuses on understanding effective family-centered prevention that reduces risk behavior in later childhood, such as substance use and school failure, with a particular focus on embedding interventions into school and community settings.
