Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Change Preferences / Time Zone
Sign In
Students’ academic development is influenced by the differing social ecologies they inhabit, including the supportive interactions they experience with teachers and parents. To gain a more holistic understanding of how social contexts shape academic engagement during third-sixth grade, this study utilized a pattern-centered approach, in which median splits of teacher and parent reports of their involvement were used to create four social ecologies: (1) high teacher/parent support; (2) high teacher/low parent support; (3) low teacher/high parent support; and (4) low teacher/parent support. Results demonstrated that students belonging to ecologies with higher support from both adults had the highest levels of student- and teacher-reported engagement at both timepoints compared to students with high support from just one or neither adult.