Parents and teachers-primary socializers across elementary grades-offer potentially differential support mechanisms for children's healthy functioning across developmental periods. Utilizing child, parent, teacher, and observational data from the National Institute of Child Health and Human Department Study of Early Child Care and Youth Development (n = 1,031), we employed a longitudinal path model to examine indirect associations between parents' and teachers' academic influences (i.e., direct parental involvement, the student-teacher relationship, instructional support) and achievement (reading and math) through behavioral engagement at 1st and 5th grades. Results indicated indirect associations linking direct parental involvement (positively, 1st grade only), student-teacher conflict (negatively, both grades), and instructional support (positively, both grades) to achievement via behavioral engagement, after accounting for the co-occurrence of parents' and teachers' academic influences and other child characteristics. School psychologists may opt for interventions focusing on parents' and teachers' academic influence to indirectly effect achievement by promoting elementary school behavioral engagement. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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父母和老师的学术影响力，行为投入以及一年级和五年级的成绩。

家长和教师（主要是小学各年级的社交者）为儿童在整个发育阶段的健康运转提供了潜在的差异支持机制。利用美国国家儿童健康与人类研究所早期儿童保育和青年发展研究（n = 1,031）中的儿童，父母，老师和观察数据，我们采用了纵向路径模型来检验父母与老师之间的间接联系。通过一年级和五年级的行为参与产生的学术影响力（即直接的父母参与，学生与老师的关系，教学支持）和成就（阅读和数学）。结果表明，间接关联将直接的父母参与（积极地，仅一年级），师生冲突（消极地，两个年级）联系在一起，在考虑到父母和老师的学术影响和其他孩子特征共同出现之后，通过行为参与获得教学上的支持（肯定是两个年级）。学校心理学家可能会选择针对父母和老师的学术影响力的干预措施，以通过促进小学学生的行为参与来间接影响学习成绩。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。学术影响力通过促进小学学生的行为参与间接影响成就。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。学术影响力通过促进小学学生的行为参与间接影响成就。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。