Examining the Effectiveness of Family Involvement on English Learners’ Academic and Socioemotional Outcomes: A Systematic Literature Review, Hierarchical Linear Models, and a Structural Equation Model
This dissertation focuses on examining the association between family involvement, school support, and English learners’ (ELs) socioemotional and academic outcomes at the early childhood stage. Through the systematic literature review and two empirical studies, this dissertation provides unique evidence in understanding how family involvement associates with children’s academic and socioemotional well-being during early childhood among the ELs. In first study, I used a systematic review to examine how spontaneous and interventional family involvement in children’s education can influence EL children’s socioemotional, behavioral and academic outcomes. The results from the 23 included studies suggest that, with parent-directed or educators-guided practices, children’s performance in the corresponding academic area and competencies improved or was significantly better than children without parental interventions. However, the effects on socioemotional or behavioral competencies are inconclusive. In the second and third studies, I utilized Early Childhood Longitudinal Study: Kindergarten-2011 (ECLS-K: 20111) data among kindergarteners for statistical analysis. In the second study, I utilized 15 hierarchical linear models to analyze the different levels of family involvement among English learners (ELs) and non-EL families. In addition, these models serve to reveal the association between family involvement, school outreach and children’s self-control and interpersonal skills, and if ELs and non-ELs show differentiated performance in these two skills. Overall, ELs and non-ELs did not show a statistical difference in self-control, and non-ELs had better personal interaction skills. EL families had higher educational expectation on children, and non-EL families involved more in home and school activities. Furthermore, family involvement in school had negative effects on both self-control and personal interaction, and school support to families had positive associations on both socioemotional outcomes. In the third study, I used a structural equation model among 1,569 EL kindergarteners. Through this model, I examined the effects of family involvement at home, parents/caregivers’ expectations, and school support on academic and socioemotional performance. The results showed that family involvement in home did not have significant effects on socioemotional or academic outcomes. On the other hand, parents/caregivers’ expectations had significant positive association with both outcome constructs, and school support to EL families only showed positive effects on socioemotional performance
