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Parental monitoring, the parent-child relationship and children's academic engagement in mother-headed single-parent families

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  • Malczyk, Benjamin R.
  • Lawson, Hal A.

Abstract

This longitudinal study of 110 mother-headed single-parent families examined the influence of parental monitoring, parent-child attachment and observed parent-child relationship quality on the child's academic engagement. Special interest resided in how parent-child relationship quality moderated the relationship between parental monitoring and academic engagement. Analyses indicated that observed relationship quality and parental monitoring predicted children's academic engagement. However, this relationship was not uniform. Parental influences on academic engagement are most prominent in mother-headed families with a female child. Family income also matters. These preliminary findings have import for school-family research, policy, and practice.

Suggested Citation

  • Malczyk, Benjamin R. & Lawson, Hal A., 2017. "Parental monitoring, the parent-child relationship and children's academic engagement in mother-headed single-parent families," Children and Youth Services Review, Elsevier, vol. 73(C), pages 274-282.
    • Handle: RePEc:eee:cysrev:v:73:y:2017:i:c:p:274-282
    DOI: 10.1016/j.childyouth.2016.12.019
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    References listed on IDEAS

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    1. L. Allen-Scott & J. Hatfield & L. McIntyre, 2014. "A scoping review of unintended harm associated with public health interventions: towards a typology and an understanding of underlying factors," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 59(1), pages 3-14, February.
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    Cited by:

    1. Liu, Lisha & He, Xiaoli & Li, Chaoqun & Xu, Liangyuan & Li, Yanfang, 2020. "Linking parent–child relationship to peer relationship based on the parent-peer relationship spillover theory: Evidence from China," Children and Youth Services Review, Elsevier, vol. 116(C).
    2. Pandya, Samta P., 2023. "Adolescents raised by single parents: Examining the impact of spiritual education lessons on school connectedness, wellbeing, and resilience," Children and Youth Services Review, Elsevier, vol. 148(C).
    3. Ge, Ting & Wang, Lin, 2019. "Multidimensional child poverty, social relationships and academic achievement of children in poor rural areas of China," Children and Youth Services Review, Elsevier, vol. 103(C), pages 209-217.
    4. Lee, Hana, 2022. "Family economic hardship and children’s behavioral and socio-emotional outcomes in middle childhood: Direct and indirect pathways," Children and Youth Services Review, Elsevier, vol. 138(C).

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