| Title: |
Changes in Parental Involvement and Parental Expectations during High School for Students with Emotional and Behavioral Difficulties |
| Language: |
English |
| Authors: |
Kristin Duppong Hurley (ORCID 0000-0002-9440-9637); Stacy-Ann A. January (ORCID 0000-0001-9483-4214); Matthew C. Lambert; Jacqueline Huscroft D'Angelo; Alexandra Hamilton |
| Source: |
Journal of Emotional and Behavioral Disorders. 2025 33(3):175-185. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A190055 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 11 |
| Descriptors: |
Parent Participation; Parent Attitudes; Expectation; High School Students; Emotional Problems; Behavior Problems; Correlation; Grade Point Average; Grade 9; Student Characteristics; Grade 11; Parent Role; Academic Achievement |
| Assessment and Survey Identifiers: |
High School Longitudinal Study of 2009 (NCES) |
| DOI: |
10.1177/10634266241301374 |
| ISSN: |
1063-4266; 1538-4799 |
| Abstract: |
Home-based parental involvement and parental expectations in school are strong predictors of academic outcomes for high school students. Given this, we explored whether changes in parental involvement and parental expectations during high school were correlated with academic functioning for students with emotional or behavioral difficulties (n = 888) compared with their peers (n = 4,148). We found that home-based parental involvement was stable during high school for both groups of students. There was a decrease in parental educational expectations during high school that was equivalent between both groups. Students with elevated emotional and behavioral difficulties had significant correlations between increases in home-based involvement and increases in both parental expectations and grade point average, whereas the peer group had significant, yet trivial correlations among the constructs. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1482546 |
| Database: |
ERIC |