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Title: Nonstandard Work Schedules, Parental Involvement, and Children's Academic Achievement
Resulting in 1 citation.
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Kim, Minseop |
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Nonstandard Work Schedules, Parental Involvement, and Children's Academic Achievement Presented: New Orleans LA, Society for Social Work and Research Annual Conference, January 2017 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Society for Social Work and Research (SSWR) Keyword(s): Parent-Child Interaction; Parent-School involvement; Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Work Hours/Schedule Permission to reprint the abstract has not been received from the publisher. Background/Purpose: In an effort to improve academic achievement, researchers and policy makers have advanced social policies designed to promote parental involvement in children’s education. However, nonstandard work schedules (NWS; work schedules outside the typical daytime span) may serve as a barrier to parental involvement and thus a risk factor in children’s academic achievement. The present study investigates how and under what conditions various nonstandard work schedules affect the rate of parental involvement that in turn affects children's (age 13-14) academic achievement. Specifically, this study examines whether two types of parental involvement (at-home involvement and at-school involvement) serve as a mediator. This study also examines whether the effects of NWS on parental involvement and academic achievement vary depending on family structure, with a hypothesis that parental involvement and children's academic achievement will be more adversely affected by parental NWS in single-parent families. Methods: Data were drawn from the National Longitudinal Survey of Youth 1979 and its Child Supplement. The selected sample included 7,838 children who were followed from birth to age 13 or 14 in 1996-2010. Children's academic achievement was measured by the Peabody Individual Achievement Test (PIAT) reading and math scores. Parental NWS were measured by five categories: 1) standard (if the main job begins at 6 am or later and ends by 6 pm); 2) evening shift (between 2 pm and midnight); 3) night shift (between 9 pm and 6 am); 4) other (split-shift, rotating shift, and irregular hours); and 5) not working. At-school involvement was measured by a composite score of 4 related items (e.g., How often did either of parents attend a school meeting; Cronbach alpha= .60). At-home involvement was measured by a composite score of 6 related items (e.g., how often the child have discussed with their parents school activities, Cronbach alpha=.70). Structural equation modeling (SEM) was used to estimate the relationship among parental NWS, parental involvement, and children's reading and math scores. |
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Bibliography Citation
Kim, Minseop. "Nonstandard Work Schedules, Parental Involvement, and Children's Academic Achievement." Presented: New Orleans LA, Society for Social Work and Research Annual Conference, January 2017. |