Family and school influences on youths' behavioral and academic outcomes: Cross-level lnteractions between parental monitoring and character development curriculum

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dc.contributor.authorTop, Namık
dc.contributor.authorLiew, Jeffrey
dc.contributor.authorLuo, Wen
dc.date.accessioned2019-05-10T09:38:57Z
dc.date.available2019-05-10T09:38:57Z
dc.date.issued2017
dc.departmentHitit Üniversitesi, İlahiyat Fakültesi, Felsefe ve Din Bilimleri Bölümü
dc.description.abstractThe authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5–8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement. © 2017 Taylor & Francis.
dc.identifier.citationTop, N., Liew, J., Luo, W. (2017). Family and school influences on youths' behavioral and academic outcomes: cross-level interactions between parental monitoring and character development curriculum. The Journal of genetic psychology, 178(2), 108-118.
dc.identifier.doi10.1080/00221325.2017.1279118
dc.identifier.endpage118en_US
dc.identifier.issn0022-1325
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage108en_US
dc.identifier.urihttps://doi.org/10.1080/00221325.2017.1279118
dc.identifier.urihttps://hdl.handle.net/11491/560
dc.identifier.volume178en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofJournal of Genetic Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAcademic Achievementen_US
dc.subjectBullying Preventionen_US
dc.subjectCharacter Developmenten_US
dc.subjectParental Monitoringen_US
dc.subjectSchool Behaviorsen_US
dc.subjectSocial-emotional Learningen_US
dc.titleFamily and school influences on youths' behavioral and academic outcomes: Cross-level lnteractions between parental monitoring and character development curriculum
dc.typeArticle

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