View in EDS

Longitudinal Trajectories of Parent-Teacher Communication during Elementary School: Investigating Child Academic Skills, School Enjoyment and Self-Perceived Ability

Saved in:
Bibliographic Details
Title: Longitudinal Trajectories of Parent-Teacher Communication during Elementary School: Investigating Child Academic Skills, School Enjoyment and Self-Perceived Ability
Language: English
Authors: Maggie Roy (ORCID 0009-0000-6802-6360), Catherine Julien, Jasmine Gobeil-Bourdeau, Marie-France Nadeau, Caroline Fitzpatrick, Gabrielle Garon-Carrier
Source: British Journal of Educational Psychology. 2026 96(1):443-457.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Adult Education
Descriptors: Parent Teacher Cooperation, Interpersonal Communication, Elementary Schools, Elementary School Students, Academic Ability, Learner Engagement, Communication Strategies, Communication Skills, Parent Education, Vocabulary Skills, Mathematics Skills
DOI: 10.1111/bjep.70026
ISSN: 0007-0998
2044-8279
Abstract: Background: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. Aims: This study establishes longitudinal trajectories of parent-teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived ability. Sample: A population-based cohort of school-aged children (N = 1486, 51.4% boys). Methods: The quality of parent-teacher communication was reported by mothers when the children were aged 6, 7, 8 and 10 years. At age 10, children's mathematics and vocabulary skills were measured using standardized measures. At age 12, children provided self-reports on school enjoyment and self-perceived ability. Results: Latent class growth analysis identified three trajectories: high (60.9%, n = 906), moderately high (34.4%, n = 512) and low-quality parent-teacher communication (4.7%, n = 68). Child externalizing and internalizing behaviours, as well as suboptimal parenting practices, were associated with the low-quality trajectory. Children of mothers in the low-quality parent-teacher communication trajectory reported lower self-perceived ability at age 12, compared to children in the high-quality communication trajectory. However, there were no significant differences between the groups in school enjoyment, vocabulary skills or mathematics skills. Conclusions: Findings reveal that preventive efforts could be implemented by teachers to actively engage with parents of these children. This could involve providing guidance to parents on effective communication strategies, while teachers should also be mindful of their own communication skills.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496113
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496113
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Longitudinal Trajectories of Parent-Teacher Communication during Elementary School: Investigating Child Academic Skills, School Enjoyment and Self-Perceived Ability
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Maggie+Roy%22">Maggie Roy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6802-6360">0009-0000-6802-6360</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+Julien%22">Catherine Julien</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmine+Gobeil-Bourdeau%22">Jasmine Gobeil-Bourdeau</searchLink><br /><searchLink fieldCode="AR" term="%22Marie-France+Nadeau%22">Marie-France Nadeau</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Fitzpatrick%22">Caroline Fitzpatrick</searchLink><br /><searchLink fieldCode="AR" term="%22Gabrielle+Garon-Carrier%22">Gabrielle Garon-Carrier</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):443-457.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.70026
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. Aims: This study establishes longitudinal trajectories of parent-teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived ability. Sample: A population-based cohort of school-aged children (N = 1486, 51.4% boys). Methods: The quality of parent-teacher communication was reported by mothers when the children were aged 6, 7, 8 and 10 years. At age 10, children's mathematics and vocabulary skills were measured using standardized measures. At age 12, children provided self-reports on school enjoyment and self-perceived ability. Results: Latent class growth analysis identified three trajectories: high (60.9%, n = 906), moderately high (34.4%, n = 512) and low-quality parent-teacher communication (4.7%, n = 68). Child externalizing and internalizing behaviours, as well as suboptimal parenting practices, were associated with the low-quality trajectory. Children of mothers in the low-quality parent-teacher communication trajectory reported lower self-perceived ability at age 12, compared to children in the high-quality communication trajectory. However, there were no significant differences between the groups in school enjoyment, vocabulary skills or mathematics skills. Conclusions: Findings reveal that preventive efforts could be implemented by teachers to actively engage with parents of these children. This could involve providing guidance to parents on effective communication strategies, while teachers should also be mindful of their own communication skills.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496113
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496113
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70026
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 443
    Subjects:
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Communication Strategies
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Parent Education
        Type: general
      – SubjectFull: Vocabulary Skills
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
    Titles:
      – TitleFull: Longitudinal Trajectories of Parent-Teacher Communication during Elementary School: Investigating Child Academic Skills, School Enjoyment and Self-Perceived Ability
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Maggie Roy
      – PersonEntity:
          Name:
            NameFull: Catherine Julien
      – PersonEntity:
          Name:
            NameFull: Jasmine Gobeil-Bourdeau
      – PersonEntity:
          Name:
            NameFull: Marie-France Nadeau
      – PersonEntity:
          Name:
            NameFull: Caroline Fitzpatrick
      – PersonEntity:
          Name:
            NameFull: Gabrielle Garon-Carrier
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0007-0998
            – Type: issn-electronic
              Value: 2044-8279
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1