The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

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dc.contributor.authorMartínez Yarza, Nerea
dc.contributor.authorSolabarrieta, Josu
dc.contributor.authorSantibáñez Gruber, Rosa
dc.date.accessioned2025-03-17T08:02:31Z
dc.date.available2025-03-17T08:02:31Z
dc.date.issued2024-12
dc.date.updated2025-03-17T08:02:31Z
dc.description.abstractFamily involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.en
dc.description.sponsorshipOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie grant agreement No. 847624. In addition, a number of institutions back and co-finance this projecten
dc.identifier.citationMartinez-Yarza, N., Solabarrieta-Eizaguirre, J., & Santibáñez-Gruber, R. (2024). The impact of family involvement on students’ social-emotional development: the mediational role of school engagement. European Journal of Psychology of Education, 39(4), 4297-4327. https://doi.org/10.1007/S10212-024-00862-1
dc.identifier.doi10.1007/S10212-024-00862-1
dc.identifier.eissn1878-5174
dc.identifier.issn0256-2928
dc.identifier.urihttps://hdl.handle.net/20.500.14454/2541
dc.language.isoeng
dc.publisherSpringer Science and Business Media B.V.
dc.rights© The Author(s) 2024
dc.subject.otherFamily involvement
dc.subject.otherPoverty-related barriers
dc.subject.otherSocial-emotional development
dc.subject.otherStudent engagement
dc.subject.otherVulnerable populations
dc.titleThe impact of family involvement on students’ social-emotional development: the mediational role of school engagementen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage4327
oaire.citation.issue4
oaire.citation.startPage4297
oaire.citation.titleEuropean Journal of Psychology of Education
oaire.citation.volume39
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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