The role of parental involvement in trajectories of aggression in children from 24 months to Pre-Kindergarten using growth curve models Marissa E. Yingling c, ⁎, Bethany A. Bell ⁎ ,a,b a College of Social Work, University of South Carolina, USA b University of South Carolina, Hamilton College, Columbia, SC 2920, USA c Clemson University abstract article info Article history: Received 12 September 2015 Received in revised form 22 January 2016 Accepted 22 January 2016 Available online 26 January 2016 The significant contribution of parental involvement in children's education to children's educational success is well supported. Yet less frequently studied is the influence of parental involvement on children's social- emotional development. Given that problem behaviors are negatively associated with child outcomes and that parental involvement is widely accepted as a conduit through which children's educational outcomes can be enhanced, it is important to examine this relationship. In this study, we examine the effect of early parental involvement on the social-emotional development of children. Using data from the Early Head Start Research and Evaluation study (EHSRE), we examine the within individual and between-individual differences in trajectories of aggression among children (N = 1586) ages 24 months through Prekindergarten. Contrary to hypotheses, after controlling for significant covariates (i.e., race, gender, poverty, mother's education, and adult male in the household), parental involvement was not related to aggression at 24 months. In addition, change in aggression did not vary by level of parental involve- ment. Implications and directions for future research are discussed. © 2016 Elsevier Ltd. All rights reserved. Keywords: Aggression Problem behavior Parental involvement Trajectory 1. Introduction The significant contribution of parental involvement in children's education to children's educational success is well supported. Parental involvement is positively associated with cognitive development and academic achievement (Chang, Park & Kim, 2009; Hill & Tyson, 2009; Jeynes, 2003, 2005a, 2005b, 2007). Yet less frequently studied is the influence of parental involvement on children's social–emotional development. An understanding of this relationship is critical for at least two reasons. First, behavior problems are negatively associated with cognitive development, school readiness, and academic achieve- ment (Bub, McCartney, & Willett, 2007; Fantuzzo, McWayne, Perry, & Childs, 2004), and greater behavior problems in children are associated with disorders in adulthood (Reef, Diamantopoulou, van Meurs, Verhulst, & van der Ende, 2011). Second, parental involvement is widely accepted as a conduit through which children's educational outcomes can be enhanced (Jeynes, 2011). In this study, we examine the effect of early parental involvement on the social–emotional development of children. Using data from the Early Head Start Research and Evaluation study (EHSRE), we examine the within-individual and between-individual differences in trajectories of aggression among children ages 24 months through Pre-kindergarten. Specifically, we investigate how these trajectories differ by level of pa- rental involvement, while accounting for participation in Early Head Start and child and parent sociodemographic characteristics. 1.1. Trajectories of aggression Findings on the stability of behavior problems across time are contradictory. Early work by Crowther, Bond, and Rolf (1981) suggests that a child's behavioral problems decrease during preschool years. For example, although aggressive behavior is typical among young children, after children become adept at emotional regulation and gain conflict-resolution skills, there is an abrupt decline in aggression (Côté, Tremblay, Nagin, Zoccolillo, & Vitaro, 2002; Hartup, 1974; Tremblay, 2000). Further, Lavigne et al. (1996) asserts that children with few risks for behavioral problems (i.e., developmental or familial risks) that exhibit problem behaviors simply display individual traits that are not persistent over time. In their study on the behavioral trajec- tories of children between the ages of 24 months and first grade, Bub et al. (2007) determined that internalizing and externalizing behaviors were not stable across time. Other evidence suggests that there is a peak in externalizing behavior problems (e.g., aggression) prior to the age of 4 that precedes a decrease (Bongers, Koot, van der Ende, & Verhulst, 2003; Owens & Shaw, 2003). Further, the likelihood that children who demonstrate behavior problems early in their lives develop severe adjustment problems later in life is low (Campbell, 2002). In contrast, Children and Youth Services Review 67 (2016) 270–276 ⁎ Corresponding authors at: College of Social Work, University of South Carolina, USA. E-mail addresses: yinglinm@email.sc.edu (M.E. Yingling), bellb@sc.edu (B.A. Bell). http://dx.doi.org/10.1016/j.childyouth.2016.01.019 0190-7409/© 2016 Elsevier Ltd. All rights reserved. Contents lists available at ScienceDirect Children and Youth Services Review journal homepage: www.elsevier.com/locate/childyouth