Evaluating the Effects of Family-School Engagement Interventions on Parent-Teacher Relationships: A Meta-Analysis
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| Title: | Evaluating the Effects of Family-School Engagement Interventions on Parent-Teacher Relationships: A Meta-Analysis |
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| Language: | English |
| Authors: | Smith, Tyler E. (ORCID |
| Source: | School Mental Health. Jun 2022 14(2):278-293. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A120144 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Meta Analysis, Parent Teacher Cooperation, Behavior Problems, Family School Relationship, Intervention, Program Effectiveness, Child Behavior, Correlation, Race, Age Differences, Program Evaluation |
| DOI: | 10.1007/s12310-022-09510-9 |
| ISSN: | 1866-2625 |
| Abstract: | Healthy relationships between parents and teachers are essential to addressing children's emotional and behavioral concerns. The current meta-analysis examined the effects of family-school engagement interventions on parent-teacher relationships. Twenty-three group-design studies yielding 58 effects comprised the current sample. Random effect models were estimated to calculate pooled effect size estimates, and mixed effect models were conducted for moderation analyses. Overall, results revealed that family-school engagement interventions had a small, but significant effect on parent-teacher relationships ([delta] = 0.23, SE = 0.09, p < 0.05). This finding was consistent across mesosystemic characteristics of parent-teacher relationships including joining ([delta] = 0.25, SE = 0.09, p < 0.05) and parent-teacher communication ([delta] = 0.34, SE = 0.10, p < 0.01). However, no significant results were revealed for relational prerequisites ([delta] = 0.05, SE = 0.12, p = 0.67). Interventions were found to be significantly moderated by child behavior concerns (i.e., effects were higher for families of students with externalizing concerns) and community type (i.e., effects were more pronounced in rural areas). Results were not significantly moderated by child/family race or child age, indicating that interventions positively impacted parent-teacher relationships regardless of child/family race and child age. These findings demonstrate the benefits of family-school engagement interventions in promoting parent-teacher relationships and have key implications for school personnel. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1338373 |
| Database: | ERIC |
| Abstract: | Healthy relationships between parents and teachers are essential to addressing children's emotional and behavioral concerns. The current meta-analysis examined the effects of family-school engagement interventions on parent-teacher relationships. Twenty-three group-design studies yielding 58 effects comprised the current sample. Random effect models were estimated to calculate pooled effect size estimates, and mixed effect models were conducted for moderation analyses. Overall, results revealed that family-school engagement interventions had a small, but significant effect on parent-teacher relationships ([delta] = 0.23, SE = 0.09, p < 0.05). This finding was consistent across mesosystemic characteristics of parent-teacher relationships including joining ([delta] = 0.25, SE = 0.09, p < 0.05) and parent-teacher communication ([delta] = 0.34, SE = 0.10, p < 0.01). However, no significant results were revealed for relational prerequisites ([delta] = 0.05, SE = 0.12, p = 0.67). Interventions were found to be significantly moderated by child behavior concerns (i.e., effects were higher for families of students with externalizing concerns) and community type (i.e., effects were more pronounced in rural areas). Results were not significantly moderated by child/family race or child age, indicating that interventions positively impacted parent-teacher relationships regardless of child/family race and child age. These findings demonstrate the benefits of family-school engagement interventions in promoting parent-teacher relationships and have key implications for school personnel. |
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| ISSN: | 1866-2625 |
| DOI: | 10.1007/s12310-022-09510-9 |
