ABSTRACT

In countries facing violence, education can play an important role in ensuring children’s psychosocial adjustment. Little empirical research has examined the link between parental school involvement and psychosocial outcomes. This cross-sectional survey of 1,269 parents in the Department of Intibucá, Honduras, examined parental involvement and results from the Strengths & Difficulties Questionnaire (SDQ), finding few differences between boys and girls, though urban children scored higher than rural children, and mothers had higher involvement than fathers. Reading to children was linked to psychosocial adjustment more than helping with homework or visiting school; from among SDQ sub-scales, prosocial behavior was most associated with parental involvement. Parental involvement could be an effective point of intervention to foster psychosocial adjustment in Honduran students.

摘要

在面临暴力的国家，教育可以在确保儿童的心理社会适应方面发挥重要作用。很少有实证研究检验了家长学校参与与心理社会结果之间的联系。这项对洪都拉斯因蒂布卡省 1,269 名父母的横断面调查检查了父母的参与和优势与困难问卷 (SDQ) 的结果，发现男孩和女孩之间几乎没有差异，尽管城市儿童的得分高于农村儿童，而母亲参与度高于父亲。与帮助完成家庭作业或上学相比，为儿童阅读与心理社会适应的关系更大；在 SDQ 子量表中，亲社会行为与父母参与最相关。