Abstract
Objectives
Parental involvement can affect child school readiness, which in turn influences subsequent child learning outcomes. While social support, stress, caregiver psychological distress, and drinking could affect parental involvement, it is unknown whether and how these factors influence downstream child learning outcomes through parental involvement and child school readiness. This study tests those associations.
Methods
Using de-identified data provided by the Alaska Longitudinal Child Abuse and Neglect Linkage project (N = 683), we use Structural Equation Modeling to assess direct and indirect effects of paths embedded in the proposed model.
Results
This study found statistically significant indirect effects: (1) path linking stress faced by caregivers to child reading proficiency through caregiver psychological distress, parental involvement, and child school readiness, (2) path linking stress faced by caregivers to child reading proficiency through caregiver drinking, parental involvement, and child school readiness, and (3) path linking social support for caregivers to child reading proficiency through caregiver psychological distress, parental involvement, and child school readiness. Post-estimation showed that the sum of the magnitude of total effects of stress and the magnitude of total effects of support is significantly larger than either alone.
Conclusions for Practice
Findings suggest that reducing caregiver stress and offering social support could not only benefit caregivers but learning outcomes of their children as well. For child learning outcomes, simultaneously reducing stress and offering social support for caregivers, rather than just one of them alone, is suggested. These results are important for children, particularly for those raised by caregivers experiencing psychological distress or drinking issues.
Significance
Social support, stress, caregiver psychological distress, and drinking affect parental involvement. Parental involvement affects child school readiness, which in turn influences subsequent child learning outcomes.
AbstractSection What this study adds?This study adds knowledge about whether and how social support, stress, caregiver psychological distress, and drinking can have downstream influences on child learning outcomes through parental involvement and child school readiness. Findings are expected to inform current policies or interventions that aim to simultaneously target needs of parents and their children, rather than just either alone.
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Data Availability
Not applicable.
Code Availability
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Acknowledgements
The authors wish to acknowledge all the individuals who played a key role in the development and implementation of the Alaska Longitudinal Child Abuse and Neglect Linkage project. At the time of analyses, coauthor Robyn A. Husa was affiliated with the Alaska Department of Health but is currently affiliated with Providence Health & Services. Manuscript contents do not reflect the views or work of Providence.
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J-HC made contributions to conceptualization, analysis, and drafting and revising of this manuscript. RAH made contributions to data collection and linkage, conceptualization, and reviewing and revising of article drafts. MJ-R made contributions to conceptualization and drafting and revising of this manuscript. JWP made contributions to data collection and linkage, conceptualization, and reviewing and revising of article drafts.
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Data utilized in this study only involved secondary data analysis and did not involve interactions or interventions with humans. Washington University IRB determined the project is exempt.
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Chen, JH., Husa, R.A., Jonson-Reid, M. et al. Risk and Protective Factors for Parental Involvement and Early Indicators of School Achievement in Alaska. Matern Child Health J 28, 926–934 (2024). https://doi.org/10.1007/s10995-023-03872-5
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DOI: https://doi.org/10.1007/s10995-023-03872-5