Impact of Parental Cohabiting Status and Conflict on Preschoolers' Emotional and Behavioral Engagement
Date
2020-08
Authors
Mule, Taylor
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Abstract
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.
Description
Keywords
parents, cohabiting, conflict, preschool, emotional, behavioral, school management, Honors College
Citation
Mule, T. (2020). Impact of parental cohabiting status and conflict on preschoolers' emotional and behavioral engagement (Unpublished thesis). Texas State University, San Marcos, Texas.