The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children
Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimen...
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| Veröffentlicht in: | Family process 2018-03, Vol.57 (1), p.113-130 |
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| creator | Adler‐Baeder, Francesca Garneau, Chelsea Vaughn, Brian McGill, Julianne Harcourt, Kate Taylor Ketring, Scott Smith, Thomas |
| description | Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed.
Aunque se sugiere que los beneficios de la participación en capacitaciones sobre relaciones y matrimonio (RME, por sus siglas en inglés) se extienden de la relación interparental a la crianza y a los resultados en los niños, pocos estudios de evaluación de las RME examinan estos supuestos y la relación entre los cambios en estas áreas. Este estudio cuasiexperimental se centra en un modelo paralelo de crecimiento del proceso que prueba una hipótesis de efectos secundarios del programa y descubre, en una muestra de madres minoritarias de bajos recursos con un niño que asiste a un programa Head Start, que los aumentos en los informes de las madres del acuerdo de cocrianza para los participantes de las RME predicen disminuciones en sus informes de conductas de crianza puntiva. Aunque las mejoras en los comportamientos de crianza no predijeron aumentos en los informes de los maestros sobre la competencia social de los niños, las mejoras en el acuerdo de cocrianza estuvieron asociadas con aumentos en la competencia social de los niños con el tiempo. Además, las evaluacion |
| doi_str_mv | 10.1111/famp.12267 |
| format | Article |
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Aunque se sugiere que los beneficios de la participación en capacitaciones sobre relaciones y matrimonio (RME, por sus siglas en inglés) se extienden de la relación interparental a la crianza y a los resultados en los niños, pocos estudios de evaluación de las RME examinan estos supuestos y la relación entre los cambios en estas áreas. Este estudio cuasiexperimental se centra en un modelo paralelo de crecimiento del proceso que prueba una hipótesis de efectos secundarios del programa y descubre, en una muestra de madres minoritarias de bajos recursos con un niño que asiste a un programa Head Start, que los aumentos en los informes de las madres del acuerdo de cocrianza para los participantes de las RME predicen disminuciones en sus informes de conductas de crianza puntiva. Aunque las mejoras en los comportamientos de crianza no predijeron aumentos en los informes de los maestros sobre la competencia social de los niños, las mejoras en el acuerdo de cocrianza estuvieron asociadas con aumentos en la competencia social de los niños con el tiempo. Además, las evaluaciones comparativas de los resultados entre los padres del programa y los padres de un grupo comparativo revelan que los participantes del programa de RME (n = 171) demuestran mejoras significativas en comparación con las personas que no participaron (n = 143) en el acuerdo de cocrianza, en las prácticas de crianza, y en los informes de los maestros sobre la competencia social de los niños de preescolar durante un periodo de un año. Los resultados se ofrecen como un avance para comprender mejor las experiencias de los participantes de bajos recursos en las RME. Se debaten las consecuencias para investigaciones futuras.
虽然很多研究建议参与关系和婚姻教育(RME)的效益从家长之间的关系延伸到亲职和儿童成果,很少有关于RME的评估研究测试这些假设以及这些领域内变化之间的关系。该半实验性研究着重于一个平行过程增长模型,该模型通过由有一个孩子参与先机项目的低收入少数族裔母亲组成的样本来测试项目效果和发现的溢出假设,即RME参与者中母亲报告的共同亲职协议的增强预测惩罚性亲职行为的减少。虽然亲职行为的改善并不能预测教师报告的儿童社会能力的提升,亲职协议的改善与儿童长期社会能力的提升有关联。此外,关于该项目中家长和另一比较组中的家长成果之间的比较测试显示RME项目参与者(n = 171) 与非参与者相比在共同亲职协议,亲职做法和教师报告的学龄前儿童一年内社会能力方面表现出重要改善。这些发现促进了对于REM低收入参与者经历的理解。我们还讨论了其对未来研究的意义。</description><identifier>ISSN: 0014-7370</identifier><identifier>EISSN: 1545-5300</identifier><identifier>DOI: 10.1111/famp.12267</identifier><identifier>PMID: 27861810</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Adult ; African Americans - psychology ; Agreements ; capacitación en relaciones ; Child Behavior ; Child Social Competence ; Child, Preschool ; Childrearing practices ; Children & youth ; cocrianza ; Competence ; competencia social infantil ; Coparenting ; crianza ; Education, Nonprofessional - methods ; evaluación de programas ; familias minoritarias ; Female ; Head Start project ; Humans ; Intention to Treat Analysis ; Interpersonal Relations ; Low income groups ; Male ; Marriage ; Minority Families ; Minority groups ; Minority Groups - psychology ; Mothers ; Mothers - psychology ; Non-Randomized Controlled Trials as Topic ; Parent education ; Parent-Child Relations ; Parenting ; Parenting - psychology ; Parents & parenting ; Participation ; Poverty - psychology ; Preschool children ; Preschool education ; Program Evaluation ; Quasi-experimental methods ; Relationship Education ; Social Skills ; Southeastern United States ; Students - psychology ; Teachers ; 亲职 ; 儿童社会能力 ; 共同亲职 ; 关系教育 ; 少数族裔家庭 ; 项目评估</subject><ispartof>Family process, 2018-03, Vol.57 (1), p.113-130</ispartof><rights>2016 Family Process Institute</rights><rights>2016 Family Process Institute.</rights><rights>2018 Family Process Institute</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3937-e259585f9c98b697049a253e52b8d6cad7f2f2ecf16586a92267284c1a1349023</citedby><cites>FETCH-LOGICAL-c3937-e259585f9c98b697049a253e52b8d6cad7f2f2ecf16586a92267284c1a1349023</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Ffamp.12267$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Ffamp.12267$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,778,782,1414,27907,27908,30982,33757,45557,45558</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27861810$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Adler‐Baeder, Francesca</creatorcontrib><creatorcontrib>Garneau, Chelsea</creatorcontrib><creatorcontrib>Vaughn, Brian</creatorcontrib><creatorcontrib>McGill, Julianne</creatorcontrib><creatorcontrib>Harcourt, Kate Taylor</creatorcontrib><creatorcontrib>Ketring, Scott</creatorcontrib><creatorcontrib>Smith, Thomas</creatorcontrib><title>The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children</title><title>Family process</title><addtitle>Fam Process</addtitle><description>Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed.
Aunque se sugiere que los beneficios de la participación en capacitaciones sobre relaciones y matrimonio (RME, por sus siglas en inglés) se extienden de la relación interparental a la crianza y a los resultados en los niños, pocos estudios de evaluación de las RME examinan estos supuestos y la relación entre los cambios en estas áreas. Este estudio cuasiexperimental se centra en un modelo paralelo de crecimiento del proceso que prueba una hipótesis de efectos secundarios del programa y descubre, en una muestra de madres minoritarias de bajos recursos con un niño que asiste a un programa Head Start, que los aumentos en los informes de las madres del acuerdo de cocrianza para los participantes de las RME predicen disminuciones en sus informes de conductas de crianza puntiva. Aunque las mejoras en los comportamientos de crianza no predijeron aumentos en los informes de los maestros sobre la competencia social de los niños, las mejoras en el acuerdo de cocrianza estuvieron asociadas con aumentos en la competencia social de los niños con el tiempo. Además, las evaluaciones comparativas de los resultados entre los padres del programa y los padres de un grupo comparativo revelan que los participantes del programa de RME (n = 171) demuestran mejoras significativas en comparación con las personas que no participaron (n = 143) en el acuerdo de cocrianza, en las prácticas de crianza, y en los informes de los maestros sobre la competencia social de los niños de preescolar durante un periodo de un año. Los resultados se ofrecen como un avance para comprender mejor las experiencias de los participantes de bajos recursos en las RME. Se debaten las consecuencias para investigaciones futuras.
虽然很多研究建议参与关系和婚姻教育(RME)的效益从家长之间的关系延伸到亲职和儿童成果,很少有关于RME的评估研究测试这些假设以及这些领域内变化之间的关系。该半实验性研究着重于一个平行过程增长模型,该模型通过由有一个孩子参与先机项目的低收入少数族裔母亲组成的样本来测试项目效果和发现的溢出假设,即RME参与者中母亲报告的共同亲职协议的增强预测惩罚性亲职行为的减少。虽然亲职行为的改善并不能预测教师报告的儿童社会能力的提升,亲职协议的改善与儿童长期社会能力的提升有关联。此外,关于该项目中家长和另一比较组中的家长成果之间的比较测试显示RME项目参与者(n = 171) 与非参与者相比在共同亲职协议,亲职做法和教师报告的学龄前儿童一年内社会能力方面表现出重要改善。这些发现促进了对于REM低收入参与者经历的理解。我们还讨论了其对未来研究的意义。</description><subject>Adult</subject><subject>African Americans - psychology</subject><subject>Agreements</subject><subject>capacitación en relaciones</subject><subject>Child Behavior</subject><subject>Child Social Competence</subject><subject>Child, Preschool</subject><subject>Childrearing practices</subject><subject>Children & youth</subject><subject>cocrianza</subject><subject>Competence</subject><subject>competencia social infantil</subject><subject>Coparenting</subject><subject>crianza</subject><subject>Education, Nonprofessional - methods</subject><subject>evaluación de programas</subject><subject>familias minoritarias</subject><subject>Female</subject><subject>Head Start project</subject><subject>Humans</subject><subject>Intention to Treat Analysis</subject><subject>Interpersonal Relations</subject><subject>Low income groups</subject><subject>Male</subject><subject>Marriage</subject><subject>Minority Families</subject><subject>Minority groups</subject><subject>Minority Groups - psychology</subject><subject>Mothers</subject><subject>Mothers - psychology</subject><subject>Non-Randomized Controlled Trials as Topic</subject><subject>Parent education</subject><subject>Parent-Child Relations</subject><subject>Parenting</subject><subject>Parenting - psychology</subject><subject>Parents & parenting</subject><subject>Participation</subject><subject>Poverty - psychology</subject><subject>Preschool children</subject><subject>Preschool education</subject><subject>Program Evaluation</subject><subject>Quasi-experimental methods</subject><subject>Relationship Education</subject><subject>Social Skills</subject><subject>Southeastern United States</subject><subject>Students - psychology</subject><subject>Teachers</subject><subject>亲职</subject><subject>儿童社会能力</subject><subject>共同亲职</subject><subject>关系教育</subject><subject>少数族裔家庭</subject><subject>项目评估</subject><issn>0014-7370</issn><issn>1545-5300</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNp9kc1u1DAUhS0EokNhwwMgS2wQIsV2fuywq0ZTqDQjRrSsI49zTVw5dmonVLPjEXghXoYnwdN0WLDAsuQr3c_nXN2D0EtKzmg677XshzPKWMUfoQUtizIrc0IeowUhtMh4zskJehbjDSGkqAV_ik4YFxUVlCzQr-sO8EprUGPEXuONHzsIeCvDaJQZ5Gi8w8bhL2Dv69iZAa_aSc2ddJd-kAHcaNy3d4d_x1K6Fi87Y1t85ZWRNoH9ACM4BR-STQs2YfhqMNb678nyOIT2Aa_93e8fPy-d8j3gjXE-mHGPtwGi6ry3s25yeo6eaGkjvHh4T9HXi9X18lO2_vzxcnm-zlRe5zwDVtalKHWtarGrap7WIFmZQ8l2oq2UbLlmmoHStCpFJevDKpkoFJU0L2rC8lP0ZtYdgr-dII5Nb6ICa6UDP8WGioIKQlMGCX39D3rjp-DSdA0jlHNGi7pI1NuZUsHHGEA3QzC9DPuGkuYQanMItbkPNcGvHiSnXQ_tX_SYYgLoDNwZC_v_SDUX55vtLPoH8mqu2g</recordid><startdate>201803</startdate><enddate>201803</enddate><creator>Adler‐Baeder, Francesca</creator><creator>Garneau, Chelsea</creator><creator>Vaughn, Brian</creator><creator>McGill, Julianne</creator><creator>Harcourt, Kate Taylor</creator><creator>Ketring, Scott</creator><creator>Smith, Thomas</creator><general>Blackwell Publishing Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>WZK</scope><scope>7X8</scope></search><sort><creationdate>201803</creationdate><title>The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children</title><author>Adler‐Baeder, Francesca ; Garneau, Chelsea ; Vaughn, Brian ; McGill, Julianne ; Harcourt, Kate Taylor ; Ketring, Scott ; Smith, Thomas</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3937-e259585f9c98b697049a253e52b8d6cad7f2f2ecf16586a92267284c1a1349023</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adult</topic><topic>African Americans - psychology</topic><topic>Agreements</topic><topic>capacitación en relaciones</topic><topic>Child Behavior</topic><topic>Child Social Competence</topic><topic>Child, Preschool</topic><topic>Childrearing practices</topic><topic>Children & youth</topic><topic>cocrianza</topic><topic>Competence</topic><topic>competencia social infantil</topic><topic>Coparenting</topic><topic>crianza</topic><topic>Education, Nonprofessional - methods</topic><topic>evaluación de programas</topic><topic>familias minoritarias</topic><topic>Female</topic><topic>Head Start project</topic><topic>Humans</topic><topic>Intention to Treat Analysis</topic><topic>Interpersonal Relations</topic><topic>Low income groups</topic><topic>Male</topic><topic>Marriage</topic><topic>Minority Families</topic><topic>Minority groups</topic><topic>Minority Groups - psychology</topic><topic>Mothers</topic><topic>Mothers - psychology</topic><topic>Non-Randomized Controlled Trials as Topic</topic><topic>Parent education</topic><topic>Parent-Child Relations</topic><topic>Parenting</topic><topic>Parenting - psychology</topic><topic>Parents & parenting</topic><topic>Participation</topic><topic>Poverty - psychology</topic><topic>Preschool children</topic><topic>Preschool education</topic><topic>Program Evaluation</topic><topic>Quasi-experimental methods</topic><topic>Relationship Education</topic><topic>Social Skills</topic><topic>Southeastern United States</topic><topic>Students - psychology</topic><topic>Teachers</topic><topic>亲职</topic><topic>儿童社会能力</topic><topic>共同亲职</topic><topic>关系教育</topic><topic>少数族裔家庭</topic><topic>项目评估</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Adler‐Baeder, Francesca</creatorcontrib><creatorcontrib>Garneau, Chelsea</creatorcontrib><creatorcontrib>Vaughn, Brian</creatorcontrib><creatorcontrib>McGill, Julianne</creatorcontrib><creatorcontrib>Harcourt, Kate Taylor</creatorcontrib><creatorcontrib>Ketring, Scott</creatorcontrib><creatorcontrib>Smith, Thomas</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Family process</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Adler‐Baeder, Francesca</au><au>Garneau, Chelsea</au><au>Vaughn, Brian</au><au>McGill, Julianne</au><au>Harcourt, Kate Taylor</au><au>Ketring, Scott</au><au>Smith, Thomas</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children</atitle><jtitle>Family process</jtitle><addtitle>Fam Process</addtitle><date>2018-03</date><risdate>2018</risdate><volume>57</volume><issue>1</issue><spage>113</spage><epage>130</epage><pages>113-130</pages><issn>0014-7370</issn><eissn>1545-5300</eissn><abstract>Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed.
Aunque se sugiere que los beneficios de la participación en capacitaciones sobre relaciones y matrimonio (RME, por sus siglas en inglés) se extienden de la relación interparental a la crianza y a los resultados en los niños, pocos estudios de evaluación de las RME examinan estos supuestos y la relación entre los cambios en estas áreas. Este estudio cuasiexperimental se centra en un modelo paralelo de crecimiento del proceso que prueba una hipótesis de efectos secundarios del programa y descubre, en una muestra de madres minoritarias de bajos recursos con un niño que asiste a un programa Head Start, que los aumentos en los informes de las madres del acuerdo de cocrianza para los participantes de las RME predicen disminuciones en sus informes de conductas de crianza puntiva. Aunque las mejoras en los comportamientos de crianza no predijeron aumentos en los informes de los maestros sobre la competencia social de los niños, las mejoras en el acuerdo de cocrianza estuvieron asociadas con aumentos en la competencia social de los niños con el tiempo. Además, las evaluaciones comparativas de los resultados entre los padres del programa y los padres de un grupo comparativo revelan que los participantes del programa de RME (n = 171) demuestran mejoras significativas en comparación con las personas que no participaron (n = 143) en el acuerdo de cocrianza, en las prácticas de crianza, y en los informes de los maestros sobre la competencia social de los niños de preescolar durante un periodo de un año. Los resultados se ofrecen como un avance para comprender mejor las experiencias de los participantes de bajos recursos en las RME. Se debaten las consecuencias para investigaciones futuras.
虽然很多研究建议参与关系和婚姻教育(RME)的效益从家长之间的关系延伸到亲职和儿童成果,很少有关于RME的评估研究测试这些假设以及这些领域内变化之间的关系。该半实验性研究着重于一个平行过程增长模型,该模型通过由有一个孩子参与先机项目的低收入少数族裔母亲组成的样本来测试项目效果和发现的溢出假设,即RME参与者中母亲报告的共同亲职协议的增强预测惩罚性亲职行为的减少。虽然亲职行为的改善并不能预测教师报告的儿童社会能力的提升,亲职协议的改善与儿童长期社会能力的提升有关联。此外,关于该项目中家长和另一比较组中的家长成果之间的比较测试显示RME项目参与者(n = 171) 与非参与者相比在共同亲职协议,亲职做法和教师报告的学龄前儿童一年内社会能力方面表现出重要改善。这些发现促进了对于REM低收入参与者经历的理解。我们还讨论了其对未来研究的意义。</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>27861810</pmid><doi>10.1111/famp.12267</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0014-7370 |
| ispartof | Family process, 2018-03, Vol.57 (1), p.113-130 |
| issn | 0014-7370 1545-5300 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1841801122 |
| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Adult African Americans - psychology Agreements capacitación en relaciones Child Behavior Child Social Competence Child, Preschool Childrearing practices Children & youth cocrianza Competence competencia social infantil Coparenting crianza Education, Nonprofessional - methods evaluación de programas familias minoritarias Female Head Start project Humans Intention to Treat Analysis Interpersonal Relations Low income groups Male Marriage Minority Families Minority groups Minority Groups - psychology Mothers Mothers - psychology Non-Randomized Controlled Trials as Topic Parent education Parent-Child Relations Parenting Parenting - psychology Parents & parenting Participation Poverty - psychology Preschool children Preschool education Program Evaluation Quasi-experimental methods Relationship Education Social Skills Southeastern United States Students - psychology Teachers 亲职 儿童社会能力 共同亲职 关系教育 少数族裔家庭 项目评估 |
| title | The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children |
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