Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

The current study examines associations among parents' school readiness beliefs, home-based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home-based involvement practices were positively associated with children's academic achievement and socio-emotional competencies. In addition, parents' school readiness beliefs were positively related to their home-based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home-based involvement practices and had children with higher levels of academic achievement and socio-emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio-emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio-economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home-based involvement practices. Highlights: This paper describes the relationship among parents' school readiness beliefs, home-based involvement, and children's academic achievement and socio-emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home-based involvement, which in turn was positively associated with children's academic achievement and socio-emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio-emotional competencies during the transition to kindergarten.