Nora Coleman Dissertation Proposal Regent University

1. Effects of Family Competency Training on Family Functioning, Academic Self-Concept and Academic Engagement Nora Coleman Dissertation Proposal Regent University

2. Literature Review Academic Engagement & Academic Self-Concept • Strong evidence links student engagement to academic achievement (Sirin & Rogers-Sirin, 2004; Mo & Singh, 2008). • Self-concept is strongly related to numerous academic outcomes such as standardized test scores, grades, and course selection (Marsh & Craven, 2006). • In a longitudinal study following 10th graders for five years post-graduation, consistent, mutually reinforcing, reciprocal effects were established between self-concept and academic achievement and educational attainment (Marsh & O’Mara, 2008).

3. Literature Review Parent-Child Relationship • Direct negative relationship between parental pressure and control, and children’s intellectual effectiveness (Adams, Ryan, Ketsetzis, and Keating; 2000) • Children with more responsive parents were twice as likely to be in the resilient class (Van Horn et al, 2009) • The parent-child relationship significantly effected students’ cognitive, emotional, and behavioral school engagement (Mo & Singh, 2008) • Family turmoil is linked with lower levels self-concept in children, greater maladjustment with peers, and less rule compliance in school (Kurdek & Sinclair, 1988a).

4. Literature Review • Social and Emotional Learning • Focus on parental involvement • Despite evidence that the parent-child relationship is a key component in youth’s academic self-concept, school engagement, and overall academic performance, little has been done to evaluate family competency training with general school populations • Spoth, Randall, & Shin (2008) study began to fill this gap

5. Purpose This study will build on the research started by Spoth et al. (2008) in attempt to strengthen their claim that the family competency intervention improves academic engagement. Additionally, following their recommendations for future research, this study will seek to elaborate on the relationship between specific family functioning variables (cohesion, adaptability, communication, and satisfaction) and academic self-concept and engagement. The primary purpose of this study is to interpret the effects of the intervention on participating families’ adaptability, cohesion, communication and satisfaction, and the relationship between these family functioning constructs and academic self-concept and engagement.

6. Purpose Academic Success Academic Engagement Academic Self-Concept Family Functioning Family Competency Training

7. Research Design • Quasi-experimental • Pretest-posttest • Within-subjects • Non-randomized design

8. Dependent Variables • Family Functioning(Place, Hulsmeier, Brownrigg,& Souldby, 2005) • Adaptability, Cohesion, Communication, Satisfaction • Academic Engagement(Sirin & Rogers-Sirin, 2004; Mo & Singh, 2008; Klem & Connell; 2004) • Behavioral & Emotional • Academic Self-Concept • Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation.

9. Independent Variables • Iowa State Strengthening Families Program (SFP) for 10-14 • Family-based drug-abuse prevention program • Rated “Exemplary” by the US Department of Education and as “Model” by SAMHSA • 7-sessions, 3 hours each • Goal: to build individual skills with both parents and youth, and improve functioning with the family unit as a whole.

10. Research Questions 1.) Are there significant mean changes in qualities associated with academic success (as measured by academic self-concept, academic engagement, and family functioning) for youth that participated in the Strengthening Families Program? 2.) Are there significant mean changes in academic self-concept constructs? 2a.) If so, which factors (level of aspiration, anxiety, academic interest and satisfaction, leadership and initiative, and identification versus alienation) show significant change? 3.) Are there significant mean changes in academic engagement constructs? 3a.) If so, which factors (behavioral engagement, emotional engagement) showed significant change? 4.) Are there significant mean changes in family functioning? 4a.) If so, which family functioning factors (adaptability, flexibility, communication, and satisfaction) show significant change?

11. Hypothesis 1.) There will be significant mean changes in qualities associated with academic success (as measured by academic self-concept, academic engagement, and family functioning) for youth that participated in the Strengthening Families Program. 2.) There will be significant mean changes in academic self-concept constructs. 3.) There will be significant mean changes in academic engagement constructs. 4.) There will be significant mean changes in family functioning constructs.

12. Participants • Approximately 40 youth age 10-14 and their parents/caregivers • No severe psychological or behavioral concerns • Males and females of any ethnic, racial, or religious background were included. • Voluntary sample recruited for in the local newspaper, information distributed at the area middle schools, and through agency referrals.

13. Instruments • Olsen’s Circumplex Model of Family Adaptability and Cohesion (FACES-IV) • Reliability ranges from .77-.89 • The Dimensions of Self-Concept (DOSC) • Reliability ranges from .84 and .90 • Rochester Assessment Package for Schools (RAPS) • Reliability ranges from .79 to .86

14. Procedures • Pre-test given at the first group • Post-test given on the seventh session • Teacher-ratings given in a 10-day timeframe • 4 groups throughout the year

15. Limitations • Sample Size • Short-term effects only • Not using grades or test scores • Practicality of implementing the I.V.

16. Future Research • Long-term effects • Further examine the relationships between variables • Incorporating family functioning factors into Social-Emotional Learning theory and practice

17. Timeline July-August- Defend Proposal August-April- Run groups and collect data April-May- Run statistics June-August- write Chapters 3 & 4 Fall ’11- Defend Dissertation! 

18. References Adams, G. R., Ryan, B. A., Ketsetzis, M., & Keating, L. (2000). Rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior. Journal of Family Psychology, 14, 237-250. DOI: 10.1037//0893-3200.14.2.237 Klem, A. M. & Connell, J. P. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74, 7, 262-273. Kurdeck, L. A., & Sinclair, R. J. (1988a). Adjustment of young adolescents in two-parent nuclear, stepfather, and mother-custody families. Journal of Consulting and Clinical Psychology, 56, 91-96.Marsh, H. W. & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimentional perspectives. Perspectives on Psychological Science, 1, 133-136 Marsh, H. W., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 4, p. 542-552, doi: 10.1177/0146167207312313 Olson, D. H. (2011). FACES IV and the Circumplex Model: Validation study. Journal of Marital and Family Therapy, Vol 37(1), 64-80. doi: 10.1111/j.1752-0606.2009.00175.x Spoth, R., Randall, G., & Shin, C. (2008). Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes. School Psychology Quarterly, 23(1), 70-89. http://search.ebscohost.com, doi:10.1037/1045-3830.23.1.70 Van Horn, M. L., Jaki, T., Masyn, K., Ramey, S. L., Smith J. A., & Antaramian, S. (2009). Assessing differential effects: Applying regression mixture models to identify variations in the influence of family resources on academic achievement. Developmental Psychology, 45, 5, p.1298-1313. DOI: 10.1037/a0016427.