Abstract
The study reports on the relationships between parent involvement and school adjustment behaviours that contribute to the broader constructs of hyperactivity, internalizing and externalizing behaviours for children attending KG-1 public schools across the Emirate of Abu Dhabi. Confirmatory factor analysis and structural equation modelling identify factors that contribute to constructs of hyperactivity, internalizing and externalizing behaviours. The analysis identifies the relative contribution of each of these factors to the adjustment domain of problem/maladaptive behaviour. The study also tests the effect of the parental involvement dimension on the three behaviour constructs. The results of structural equation modelling demonstrate that parental involvement significantly contributes to a decrease of the undesired aspects related to externalizing, internalizing and hyperactivity behaviours. The highest influence is observed for reducing ‘arguing with others, acting sad or depressed and being easily distracted’. The most significant driver of parental involvement is parents speaking with teachers on a regular basis. In general, student gender does not influence children's behaviour adjustment.
Highlights
Parental involvement in school has emerged as an important issue in children's functioning in school
Research demonstrates that children with high levels of hyperactivity and impulsive behaviour in the first year of school had significantly lower levels of academic achievement and progress 3 years later at the end of grade 2, (Becker et al 2012; Merrell and Tymms 2001)
By looking at the items comprising the three behaviour constructs of internalizing, externalizing and hyperactivity behaviours, the current research demonstrates that children in Abu Dhabi have moderate to serious problems transitioning to kindergarten
Summary
Parental involvement in school has emerged as an important issue in children's functioning in school. Previous research on parental involvement in school has focused largely on academic achievement, with less attention given to its association with the different behaviour domains of child adjustment to school (Kirkhaug et al 2013; Nokali et al 2010). To address this gap, the present study examines teacher-rated parental involvement in KG-1 and its association with child behaviour adjustment of externalizing, internalizing and hyperactivity behaviour factors
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