caa a22 4500 606239448 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-015-9316-8 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9316-8 Classroom climate, parental educational involvement, and student school functioning in early adolescence: a longitudinal study [Elektronische Daten] [Nurit Kaplan Toren, Rachel Seginer] In this 2-year longitudinal study, we examine the effects of perceived classroom climate and two aspects of parental educational involvement (home-based and school-based) on junior high school students' self-evaluation and academic achievement. Our main hypothesis was that perceived parental educational involvement mediates students' perceived classroom climate and two aspects of students' functioning at school: self-evaluation and academic achievement. Data were collected in Israel from 198 students (97 girls) who were seventh graders at Wave 1. Analyses using structural equation modeling (SEM; AMOS 19) showed a satisfactory fit of a modified model to the data across the 2years. Consequently, the links between classroom climate and parental educational involvement were significant only for home-based involvement. The discussion addresses three issues: (1) the importance of distinguishing between parental home-based and school-based educational involvement, and the relevance of parental home-based educational involvement for junior high school students. (2) The effect of perceived students' classroom climate on perceived parental educational involvement; and (3) the longitudinal effect of home-based parental educational involvement on the self-evaluation and via it on the academic achievement of junior high school students. Springer Science+Business Media Dordrecht, 2015 Parental educational involvement nationallicence Classroom climate nationallicence Adolescents nationallicence Kaplan Toren Nurit University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, 3498838, Haifa, Israel aut Seginer Rachel University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, 3498838, Haifa, Israel aut Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 811-827 1381-2890 18:4<811 2015 18 11218 https://doi.org/10.1007/s11218-015-9316-8 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9316-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kaplan Toren Nurit University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, 3498838, Haifa, Israel aut NATIONALLICENCE 700 1- Seginer Rachel University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, 3498838, Haifa, Israel aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 811-827 1381-2890 18:4<811 2015 18 11218