Impact of Parental Cohabiting Status and Conflict on Preschoolers' Emotional and Behavioral Engagement
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The present study examines the effect of parental cohabiting status and conflict on preschoolers’ emotional and behavioral engagement. Participants were Head Start preschool children (N = 287; 47% girls, M age = 52 months, range 37 - 60); 70% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Students of cohabiting parents (e.g., parents who lived together) displayed higher levels of behavioral engagement in the classroom compared to children of non-cohabiting parents (e.g., parents who did not live together). Findings from the current study provide support for previous research analyzing the impact of parents on students’ school engagement.