Doctor of Philosophy / Department of Family Studies and Human Services / Jared R. Anderson / Parental school involvement is associated with positive social, psychological, and academic child outcomes. Beyond school, demographic, and individual influences, research is limited regarding the link between family-level processes and parental school involvement. Guided by family systems theory, this study used data from the Fragile Families and Child Wellbeing Study (n = 1,896) to examine the link between coparenting support and mothers’ and fathers’ home-based school involvement and school-based school involvement when the child was nine years-old. Additionally, this study tested if parental union transitions (e.g., parental union dissolution; parental union formation; stably coresident relationship) significantly moderated these relationships. Latent variable structural equation modeling results revealed that higher levels of coparenting support was associated with higher levels of mothers’ and fathers’ home-based school involvement, and higher levels of mothers’ and fathers’ school-based involvement. Union transition was not a significant moderator between coparenting support and mother and father home- and school-based school involvement.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/18141 |
| Date | January 1900 |
| Creators | Berryhill, Micha Blake |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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