. Author manuscript; available in PMC: 2024 Nov 1.

Published in final edited form as: J Early Child Res. 2024 Feb 14;22(3):488–499. doi: 10.1177/1476718x241231674

Table 2.

Parameter estimates from regression models estimating associations of parent engagement in learning with child school readiness. N = 114

	School Readiness Outcomes
	Social Competence (P)	Executive Function	Vocabulary Skills	Emotion Knowledge, faces	Emotion Knowledge, stories	Attention Problems (P)	Attention (A)	Impulse Control (A)
Foundational Education	.04 (.01)^***	ns	ns	ns	ns	-.06 (.03) ⁺	ns	ns
Supplemental Education	.03 (.01)^***	ns	.44 (.16) ^**	.70 (.14)^***	.07 (.03)^*	ns	ns	ns
School Participation	.01 (.01)⁺	ns	ns	ns	ns	.05(.02)^*	ns	ns
Future Orientation	.03 (.01)^***	ns	ns	ns	ns	ns	ns	ns

Notes: Each dimension of parent engagement was tested in a separate model for each of 8 outcomes. All analyses controlled for child gender and parent education. 112 Latinx completed assessments regarding their children; there were two sets of twins in this study, thus the number of children is 114. A = Assessor-Rated. P = Parent-Reported.

⁺

p < .10,

p < .05,

^**

p < .01,

^***

p < .001.