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... Despite the ongoing debate regarding the influence of the home environment on students' learning behaviour and academic achievement (Castro et al., 2015;Fan & Chen, 2001;Kraft & Rogers, 2015;Lazarides et al., 2016), a gap persists in understanding the influence of parental engagement on learning behaviour among adolescent students enrolled in ordinary-level day public secondary schools through exploratory factor analysis. Therefore, the current study employed exploratory factor analysis (EFA) to investigate the influence of parental engagement on students' learning behaviours in ordinary-level day public secondary schools. ...
... Arguably, students' learning behaviour at school cannot be separated from the home environment in which they spend much of their out-of-school learning. A positive and significant relationship exists between parental engagement and academic achievement (Khan et al., 2019), suggesting that environmental factors within the home greatly influence students' learning behaviours, including parental engagement and peer groups (Castro et al., 2015;Kraft & Rogers, 2015;Lazarides et al., 2016). The assumption is that when parents actively participate in their students' learning by providing support, encouragement, and a nurturing learning environment, students are more likely to exhibit positive learning behaviours. ...
... These six items explain how parent-teacher communication channels influence children's learning behaviour in the following ways: 1) offering assistance to students in overcoming learning challenges, 2) providing students with the freedom to ask questions and seek clarification, 3) enhancing students' efforts to develop critical thinking and problemsolving skills, 4) allowing parents to seek feedback from school management about students' learning progress, 5) boosting students' confidence in working independently, and 6) enabling parents to provide a quiet and suitable study space at home for students. These findings strongly align with Castro et al. (2015), who argued that the parental models most associated with students' high achievement are those emphasising general supervision of children's learning activities. ...
... A burgeoning body of research has highlighted the significance of parental involvement and its advantages for the success and well-being of students (Adamski et al., 2013;Castro et al., 2015;Fatou et al., 2016;Jaynes, 2017;Keng, 2009;Ma et al., 2016). Parental involvement explains how parents engage in and personally participate in a child's academic life. ...
... However, low-income parents appear to get involved in their child's learning, both at home-based involvement and at school-based involvement, though they have a lower educational background to help their children's learning (Benner et al., 2016). However, one study found that parents with low socio-economic status, who are from immigrant families, also get involved in the education of their children the same as the other parents who have high socio-economic status, but their involvements had an insignificant effect on student's learning outcomes (Castro et al., 2015) . ...
... The present study examined the multidimensional influences of socioeconomic status (SES), parental beliefs, expectations, and self-efficacy on parental involvement in Cambodian lower secondary schools. Consistent with previous research, the findings highlight the complexity of parental involvement, which encompasses both home-based and school-based activities (Castro et al., 2015;Wilder, 2014). Notably, while SES positively influenced school-based involvement, it was not a significant predictor of home-based involvement. ...
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The study explores the effect of socioeconomic status (SES), parental beliefs, expectations, and self-efficacy on parental involvement in Cambodian lower secondary schools. Employing a quantitative method with survey data from 351 parents, the research analyzes the multifaceted nature of parental involvement, distinguishing between home-based and school-based activities. Findings indicate that parental beliefs and expectations predict home-based and school-based involvement, but SES largely influences school-based engagement. Interestingly, self-efficacy was not a strong predictor, suggesting that cultural and environmental factors may moderate its impact on parental engagement. These results show the resiliency of Cambodian parents in supporting their children’s education despite financial challenges, particularly in home-based activities. The study underlines the necessity of empowering parents through targeted resources and digital engagement initiatives, which can overcome gaps in involvement across socioeconomic disparities. The study contributes to understanding parental involvement within a developing country context, informing policies that support equitable educational opportunities in Cambodia.
... The importance of parental involvement, as well as an appropriate attitude towards the benefits of education and adequate support, has been documented in the literature. Studies have shown that parental perceptions [11] and concerns about education [12] directly influence decisions about school choice [13], investments in additional educational resources [14], and involvement in the academic life of their children [15,16]. These factors do not affect only individual family units but collectively shape educational systems and policies at local and national levels [17]. ...
... The findings of the current manuscript align with this conclusion, but they further elaborate it by identifying key external risks, such as war threats and employment concerns, that influence parental expectations. [16] They examined the relationship between parental involvement and the academic achievement of children. ...
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Parental concerns about the education of children usually reflect deep-seated anxieties. This study identifies the most influential factors shaping these global concerns based on World Values Survey (WVS) data spanning several decades. Using advanced techniques, including feature selection (Adaptive and Gradient Boosting, Pairwise Correlations, LASSO, Bayesian Model Averaging), mixed-effects modeling, cross-validation procedures, different regressions and overfitting, collinearity, and reverse causality checks together with two-way graphical representations, this study identified three enduring predictors: fear of job loss, fear of war, and respondent age. These findings mainly underline the role of socio-economic and geopolitical stability and security and, in addition, that of generational perspectives in shaping global parental priorities. All three predictors were consistent across seven dataset versions, various subsets considering random (ten-folds) or non-random criteria (different values for socio-demographic variables in mixed-effects models), and distinct feature selection approaches. Secondary influences, including opinions regarding the priority of work in life, other fears, and socio-demographic variables (e.g., gender, number of children, marital and professional status, income, education level, community size, etc.) provided more nuances to this study and additional explanatory power. The findings have implications for designing socio-economically sensitive educational policies that address parental priorities and anxieties in diverse global contexts.
... Researchers have actively promoted parent involvement in an effort to increase their children's academic success [26], [27]. Parents actively participating in their children's education and attempting to resolve their problems may encourage better SH and can result in better achievements for children [13], [28]. Nowadays, the importance of parental involvement has emerged as one of the significant factors connected to mathematics achievement [29], [30]. ...
... The positive correlation indicated that increasing parental involvement promotes their children's PSA. The result is consistent with the study showing that PI is significantly related to mathematical achievement [13], [28]. Research by Tang et al. [30] found a positive connection between PI and mathematics achievement at the high school level. ...
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Algebra is the major branch of mathematics that deals with numbers, and symbols are mostly used in problem-solving. Students often struggle to learn mathematics due to the difficulties of solving algebraic problems at the secondary level. Several factors affect student problem-solving achievement (PSA). The present study aims to examine the mediating effect of study habits (SH) in the relationship between parental involvement (PI) and algebraic PSA. For this purpose, a study habits scale and a parental involvement scale are used, and a problem-solving test is done for algebraic problem-solving. In this correlational study, Baron and Kenny’s series of regression models is used to test the mediating effect of SH. The findings revealed that that PI, SH and algebraic PSA are positively correlated. Also, it is confirmed that SH mediates the relationship between PI and algebraic PSA because there is no longer any significant effect of PI on PSA after SH is included in the model. It is recommended that students’ problem-solving skills be developed through their better study habits. Increasing parental support may promote students better SH, which in turn better achievement in problem-solving. Parents and teachers should monitor and encourage students’ study habits for better performance in problem-solving and mathematics as a whole.
... Although various factors influence educational quality, the literature acknowledges the importance of the student's family context. Empirical evidence shows that parental involvement in education, which includes the efforts and resources dedicated by fathers and mothers to support education (Epstein & Sheldon, 2022;Wilder, 2014), is related to the academic success of their children (Boonk et al., 2018;Castro et al., 2015;Tan et al., 2020). While there are multiple expressions of parental involvement in education, they are grouped into those centered at home and those centered at school (Boonk et al., 2018;Fantuzzo et al., 2000). ...
... Invitations to parents include requests, opportunities, and support offered by teachers to encourage and share responsibilities with parents in promoting the social, emotional, and academic development of students (Bazán-Ramírez et al., 2020;Castro et al., 2015;Yulianti et al., 2023). There is a plethora of empirical evidence showing that teacher invitations positively affect parental involvement in school and at home to support children's learning (Reynolds et al., 2015;Sandoval et al., 2017;Valdés-Cuervo et al., 2022;Yulianti et al., 2022). ...
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The present study examined the direct and indirect relationships between teacher invitations, technological self-efficacy, the value attributed to ICT, and parents’ use of these resources to participate in their children’s education. Six hundred thirty-nine mothers and 447 fathers of public primary school students participated in the study. Subsequently, a structural model with two mediators was calculated. It was found that teacher invitations positively related to parental use of ICT to communicate with the school and support their children’s learning at home. Additionally, it was found that technological self-efficacy and the value attributed toICT mediated the relationships studied. It was concluded that teacher invitations promoted the use of ICT by parents to become involved in their children’s education.
... Si bien son diversos los factores que inciden en la calidad educativa, en la literatura se reconoce la importancia del contexto familiar de los estudiantes. La evidencia empírica muestra que la participación familiar en educación, que comprende los esfuerzos y recursos dedicados por los padres y las madres para apoyar la educación (Epstein & Sheldon, 2022;Wilder, 2014), se relacionan con el éxito escolar de los hijos (Boonk et al., 2018;Castro et al., 2015;Tan et al., 2020). Si bien existen múltiples expresiones de la participación parental en educación, en general se agrupan en la centrada en el hogar y la centrada en la escuela (Boonk et al., 2018;Fantuzzo et al., 2000). ...
... Las invitaciones docentes comprenden las solicitudes, oportunidades y apoyos que generan para estimular y compartir responsabilidades con los padres en la promoción del desarrollo social, emocional y académico de los estudiantes (Bazán-Ramírez et al., 2020;Castro et al., 2015;Yulianti et al., 2023). Es abundante la evidencia empírica que muestra que las invitaciones docentes afectan positivamente la participación parental en la escuela y en la casa para apoyar el aprendizaje de los hijos (Reynolds et al., 2015;Sandoval et al., 2017;Valdés-Cuervo et al., 2022;Yulianti et al., 2022). ...
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El presente estudio examinó las relaciones directas e indirectas entre las invitaciones docentes, la autoeficacia tecnológica, el valor atribuido a las TIC y el uso parental de estos recursos para participar en la educación de los hijos. Participaron 639 madres y 447 padres de estudiantes de primarias públicas. Se calculó un modelo estructural con dos mediadores. Se encontró que las invitaciones docentes se relacionan positivamente con la utilización parental de las TIC para comunicarse con la escuela y apoyar el aprendizaje en casa de los hijos. Adicionalmente, se halló que la autoeficacia tecnológica y el valor atribuido a las TIC median las relaciones estudiadas. Se concluyó que las invitaciones de los docentes promueven el uso de las TIC por parte de los padres para involucrarse en la educación de los hijos.
... Parental involvement is the active participation of parents in all aspects of their children's social, emotional and academic development [9]. It can be divided into generally two occasions: parent-toparent communication and parent-teacher communication [9]. ...
... Parental involvement is the active participation of parents in all aspects of their children's social, emotional and academic development [9]. It can be divided into generally two occasions: parent-toparent communication and parent-teacher communication [9]. In parent-to-parent communication, parental involvement includes helping children with their homework, participating in the decisionmaking process and imparting parental values [2,3,10,11]. ...
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Due to the fact that many people today, especially students, are paying more attention to the standard of education. Therefore, the impact on parental involvement on childrens academic performance is becoming more and more essential. Reviewing the research that has been done in the past years, authors find that the definition of parental involvement varies from macro to micro, and the relationship between the parental involvement and childrens academic performance is similar in different regions or countries. Moreover, whether parents are attending parent-teacher conferences and whether they assist or give a supported learning environment to their child can lead to children having a higher performance in education. Other factors like parents regularly communicating with teachers and understanding the challenges and strengths can create a positive environment for their child. However, over pressuring their child towards their education may lead to many negative impacts. As a result, by preventing negative impacts from happening, and analyzing these data, recommendations can be made like suggesting parents to be more involved in their childrens activities that are related to education and paying more attention to the feelings of their children whilst being with them.
... High parental expectations of academic success are generally linked to better academic outcomes. In a metastudy, Castro et al. (2015) examined the relationship between parental involvement and students' academic achievement. They found that parental involvement can have a positive though moderate impact on academic achievement. ...
... The literature supports the study findings concerning the impact of social influences on student motivation, such as parental expectations influencing students' academic achievement. For instance, Castro et al. (2015) found that high parental expectations can significantly boost students' academic achievement. In the Samoan culture, family and community are highly valued, and parents' expectations can carry a lot of weight, as noted by more than half of the students. ...
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When students leave the schooling systems prematurely, a common question is: How can students be motivated to remain and be successful in their educational journeys? The qualitative research discussed in this article examined the factors motivating students in a Samoan context. Fifteen primary school students were interviewed about the factors influencing their learning. The findings did not reveal intrinsic motivation as a significant drive for student participants. On the contrary, extrinsic factors (e.g., family expectations and positive learning environments) took precedence over internal motivations. This finding suggests that other factors, such as students’ culture, may significantly influence students’ motivation. Future research could further explore whether or how intrinsic factors may influence students’ academic success within a Samoan context.
... A meta-analysis by Barger et al. (2019) showed that forms of parental involvement including communication about school show positive associations with students' academic adjustment through high school. Research on the relationship between help with homework and students' outcomes has provided mixed results, with one meta-analysis suggesting a small positive relation (Castro et al., 2015), and others showing negative relations with achievement (Barger et al., 2019;Hill & Tyson, 2009). In addition to shaping educational functioning, the parent-child relationship is the most consistent predictor of adolescent well-being (Steinberg & Silk, 2002). ...
... Another important aspect to consider besides these types of parental involvement is the possibility that students perceive pressure to perform from their parents (Lu et al., 2021). This could help to explain why, particularly for older students, parental involvement has sometimes been negatively linked to achievement (Castro et al., 2015;Hill & Tyson, 2009). Parental pressure is a perception that derives from high demands and expectations combined with psychological control from parents (Soysa & Weiss, 2014). ...
... Previous research has predominantly focused on the impact of parental educational involvement on adolescent academic achievement [9,18,19]. Numerous metaanalyses have consistently indicated the positive effect of parental educational involvement on academic performance [2,9,[20][21][22][23]. Parental educational involvement in academic activities and guidance can boost children's motivation to learn and help them acquire study skills [18,24]. ...
... The search terms used were: "parent* involvement," "parent* educational involvement," "parent* participation," "family involvement," "family participation," "depress*," "mental health," "internalizing problem," and "negative mood." These search terms were determined based on relevant theories and existing research [2,19,23,[70][71][72][73]. The search strategy in both Chinese and English databases involved keyword combinations in (a) titles, (b) keywords, and (c) abstracts. ...
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Background Adolescents in their school-age period undergo rapid changes in various aspects, such as physiological development, academic pressure, and interpersonal relationships, constitute a high-risk group for depression. Parental educational involvement, as a critical family variable, influences not only children’s academic achievement but also their psychological well-being. However, previous research has shown significant discrepancies regarding the relationship between parental educational involvement and adolescent depressive symptoms. Methods To elucidate the overall strength of the association between parental educational involvement and adolescent depressive symptoms, this study systematically searched Web of Science, Medline, PubMed, CNKI, and other Chinese and English databases. A meta-analysis was conducted on 22 selected studies encompassing 36 effect sizes and involving 390,094 participants. Results The results revealed a moderate negative correlation between parental educational involvement and adolescent depressive symptoms (r = -0.200, 95% CI [-0.26, -0.14]). Additionally, the relationship between parental educational involvement and adolescent depressive symptoms was found to be moderated by factors such as adolescent age, grade level and the reporter of parental educational involvement. However, it was not influenced by the female ratio or cultural background. Conclusions This study offers the inaugural comprehensive assessment of the relationship between parental educational involvement and adolescent depressive symptoms, with variations observed across different ages, grade levels, and reporter of parental educational involvement.
... Authoritative parenting, which balances warmth, control, and autonomy support, is positively linked to academic achievement, as shown in a meta-analysis by (Pinquart, 2016) [10] . Parental involvement, a key element of authoritative parenting, has been consistently associated with improved academic performance across various studies (Castro et al., 2015;Hill & Tyson, 2009;Jeynes, 2007) [3,6,7] . Moreover, autonomy-supportive parenting, which fosters self-regulation and competence, is crucial in academic and physical domains (Grolnick & Ryan, 1989) [5] . ...
... Authoritative parenting, which balances warmth, control, and autonomy support, is positively linked to academic achievement, as shown in a meta-analysis by (Pinquart, 2016) [10] . Parental involvement, a key element of authoritative parenting, has been consistently associated with improved academic performance across various studies (Castro et al., 2015;Hill & Tyson, 2009;Jeynes, 2007) [3,6,7] . Moreover, autonomy-supportive parenting, which fosters self-regulation and competence, is crucial in academic and physical domains (Grolnick & Ryan, 1989) [5] . ...
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This paper examines the relationship between parenting styles and secondary school boys' academic competence. This emphasises the importance of authoritative parenting about self-control and children's educational achievements. Authority, warmth and emphasis on individual differences are some characteristics of authoritative parenting. The researchers administered a survey to assess the academic performance and parenting behaviours of one hundred fifty boys from several secondary schools. Most boys said their parents pushed them away or treated them indifferently and these patterns were associated with lower grades. Similarly, academic performance is shown to have a robust positive association with inattentive parenting, indicating reverse causation. However, other parenting philosophies, such as indulgence and neglect, Lenient Standards Vs Moralism, Freedom Vs Discipline, may also significantly influence academic achievement. Increasing parental participation and addressing the negative impacts of some parenting beliefs on children's cognitive and motor development are among the suggestions.
... These ambitions may be considered performance benchmarks that coordinate, convey, and guide parents' interactions with their children. Research has shown a significant and favourable association between parents' hopes for their children's academic success and their ability to establish learning objectives, persist in education, participate in relevant subjects, attain intellectual accomplishments, (Boonk et al. 2018;Castro et al. 2015;De Boer and van der Werf 2015;Đurišić and Bunijevac 2017;Hill 2015;Tan 2017). When studying parental ambitions for children's educational achievement, it has been discovered that parental origin and literacy remain significant. ...
... It indicated the importance of discovering measures for enhancing parental engagement due to its effect on children's competence and accomplishment. According to the study, parental participation is crucial to children's school and home success (Castro et al. 2015;Đurišić and Bunijevac 2017). ...
Article
Globally, the period from birth to age eight is known as early childhood. This research intends to learn about the parents' ambitions and need for engagement in changing the ECE curriculum since there is still a significant gap in the assessment of parental influence. This study's qualitative method employed thematic analysis and a narrative analytical technique. The results show that parental ambitions to modify the ECE curriculum to include national historical and cultural context have significantly influenced. This research will support SDG 4's need for high-quality education by helping to restructure the ECE curriculum with cultural elements.
... During COVID-19, Huber and Helm (2020) described that emotional and intellectual success of children has positive influence through support and help of parents. The studies demonstrated that support of parents has positive and significant role play in the success of students and enhance the academic achievements of students tend to complete homework and assignments more diligently and accurately (Alghamdi, 2023;Bhat, 2023;Chou, 2023;Khan, 2023;Li, 2023). Therefore, in different studies described various types of support of parents that parental assistance, including motivation, and involvement in school activities (Ahmed, 2024;Chen, 2024;Hassan, 2024;Lee, 2024;Patel, 2024). ...
... Moreover, support and expectation of parent promote better academic performance of students (Alghamdi, 2023;Bhat, 2023). Parental assistance and encouragement have a positive associated with motivate and assist in homework (Chou, 2023;Li, 2023). Academic performance of students improved when parents participate in the school activities and events such as parents and teachers meeting and parents volunteering in the school (Ahmed, 2024;Hassan, 2024). ...
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This study investigated the perception of primary school teachers about parental support and its impact on students' academic performance. Study was quantitative in nature and descriptive design was used. Primary school teachers in district Lahore were the population of study. Cluster Random sampling technique was used to collect data and sample drawn from the population consisted of 110 teachers from 4 public schools and 3 private schools in Lahore. Questionnaires were used to collect the data. Data was analyzed through descriptive statistics and inferential statistics by using SPSS. T-Test was used to find the relationship between private and public schools’ teachers. The result of the study showed that there is a significant difference between teachers’ perception of the private school and teachers’ perception of public school. The results showed that teachers perceived parental support as vital for students' academic success. Findings focused on importance of parent-teacher collaboration, effective communication, and parental education to foster the supportive learning environment. The results of this study can inform educational practices and policy initiatives aimed at nurturing the students’ motivation, overwhelmed at the improved academic performance.
... A meta-analysis by Castro et al. (2015) reveals that parental involvement is strongly associated with academic success, accounting for approximately 20% of the variance in student achievement. Students with involved parents consistently achieve better grades and standardized test scores. ...
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This study investigates the effects of community engagement on school performance in secondary schools in Kamonyi District, Rwanda. The study specifically focused on evaluating the extent of parental involvement in secondary schools in Kamonyi District and its influence on academic achievement, student attendance, and teacher performance, examining the effectiveness of community communication channels in promoting school performance in secondary schools in Kamonyi District and investigating the role of local community support in enhancing school performance in secondary schools in Kamonyi District. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the research explores the roles of parental involvement, community communication channels, and local community support in enhancing academic achievement, student attendance, and teacher performance. Using a correlational research design, quantitative data were collected from a sample of 530 respondents. The study utilized a total sample size of 530 respondents drawn from a target population of 2,014 individuals. A census approach was applied to head teachers and members of the school parents’ committee, each consisting of 101 individuals, ensuring full inclusion of these groups. For secondary school teachers, stratified random sampling was used to select 328 participants from a total population of 1,812. Secondary data were gathered from reports, policy documents, and other relevant records from the Ministry of Education and Kamonyi District’s Education Office and primary data were collected through structured questionnaires. After data collection, the responses from the questionnaires were coded and entered into SPSS, for analysis. Descriptive statistics were used to summarize the data, including means, frequencies, and percentages. Correlation analysis was performed to examine the relationship between community engagement and school performance. The study found a strong and statistically significant relationship between community engagement and school performance in Kamonyi District (r = 0.874, p < 0.01). Parental involvement positively correlates with teacher performance (r = 0.803, p < 0.01) and student attendance (r = 0.735, p < 0.01), highlighting its role in enhancing teaching effectiveness and student presence. Effective community communication also improves student attendance (r = 0.757, p < 0.01) and teacher performance (r = 0.816, p < 0.01). Additionally, local community support shows the strongest correlation with academic achievement (r = 0.969, p < 0.01) and student attendance (r = 0.818, p < 0.01), emphasizing the importance of community contributions to school success. In conclusion, the study emphasizes that strong community engagement—through active parental involvement, effective communication, and local community support—significantly enhances school performance in Kamonyi District. To address the gaps identified, the study recommends that the Ministry of Education (MINEDUC) develop and implement guidelines encouraging parental involvement in school governance, decision-making, and educational activities. Strengthened policies on community engagement and investments in digital and traditional communication platforms are also essential to foster effective communication between schools and stakeholders.
... Research suggests that since children absorb their parents' positive views regarding school and learning, children of interested parents are more driven to learn for learning's sake (OECD, 2022). The largest positive effects on learning come fro m supporting and supervising children's primary learn ing objectives, wh ich are to study and learn, model positive school-related behaviours and attitudes, and emphasise the value of education (Castro et al., 2015). ...
... Parental Monitoring. Youth who are more closely monitored by their caregivers have less opportunity to offend (Flanagan et al., 2019) and are more school-oriented (Castro et al., 2015). Parental monitoring at baseline was measured using the Parental Monitoring Inventory (Steinberg et al., 1992) which assesses the extent to which parents know who adolescents spend time with or where adolescents go. ...
Article
Justice-involved adolescents are at increased risk for poor academic outcomes and reoffending. However, strong bonds with teachers have been shown to promote academic success and encourage desistance. The current study examined whether more hopeful future expectations mediated the association between student-teacher relationships and justice-involved adolescents’ offending and grades, respectively, using data from a longitudinal study of male youth recruited after their first arrest. Findings revealed that stronger student-teacher relationships predicted more positive future expectations which, indirectly, predicted better grades and less offending. These findings underscore the mechanism by which justice-involved adolescents’ school connectedness cultivates hopeful expectancies for the future, which can deter delinquency and promote academic success. Implications for fostering these relationships during re-entry for justice-involved adolescents are discussed.
... Previous studies have shown a positive effect of family literacy interventions (Castro et al., 2015). However, their effectiveness varies in magnitude, mostly due to the diversity of interventions' parameters and core mechanisms. ...
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Family literacy interventions, encompassing both meaning‐ and code‐based activities, have generally demonstrated positive outcomes in fostering children's literacy and oral language skills. Despite the overall positive impact, the effectiveness of these interventions varies, and the distinction between the specific mechanisms underlying each approach to home literacy activities remains unclear. This article systematically reviews existing evidence on home literacy interventions, aiming to provide a clearer understanding of meaning‐ and code‐based activities' roles in promoting children's literacy and oral language development. Our findings suggest that code‐based activities are more effective in enhancing literacy skills, while meaning‐based activities, particularly shared and dialogic reading, most effectively support oral language development. However, a strict separation between the two was not supported, as many studies implemented multiple intervention types concurrently. The most successful interventions included active conversational turns and clear strategies for parental involvement. Further research is needed to disentangle the specific contributions of code‐ and meaning‐based activities in home literacy interventions.
... A broad distinction is often made between parents' school-based involvement, which pertains to parents' direct contacts with the school (e.g., attending parent-teacher meetings, being a member of parents' associations), and their home-based involvement, which relates to involvement taking place outside the school (e.g., monitoring homework, discussion and encouragement, cognitive-intellectual support; Barger et al., 2019;Epstein & Sanders, 2002). A substantial body of research documented the adaptive correlates of parents' school involvement for children's and adolescents' academic adjustment (in terms of achievement, motivation, and engagement), as well as for their emotional and social adjustment (for meta-analyses, see e.g., Barger et al., 2019;Castro et al., 2015). At the same time, effect sizes are relatively small to moderate, with correlations typically ranging between 0.10 and 0.25 (depending on the outcome variable and the meta-analysis). ...
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It has been suggested previously that rising economic inequality would push parents to become overly involved in their children’s academic lives. In the present investigation we examined whether parents’ perceptions of economic inequality, in terms of perceived income inequality and perceived job insecurity, is predictive of their school involvement, thereby distinguishing between controlling and autonomy-supportive school involvement. Further, we also tested whether these associations are particularly pronounced among parents facing financial scarcity. To test these hypotheses, we gathered data among 908 parents (58.70% mothers), who filled out questionnaires assessing their perceptions of income inequality and job insecurity, their financial scarcity, as well as their controlling and autonomy-supportive school involvement. Analyses indicated that higher levels of perceived income inequality related to more autonomy-supportive school involvement, whereas higher levels of perceived job insecurity related to more controlling school involvement. Parents’ financial scarcity did not moderate any of the associations, but higher levels of financial scarcity consistently predicted more controlling school involvement. To conclude, these results suggest that both parents’ macro-economic perceptions as well as their personal financial situation shape their child-rearing practices in ways that may potentially perpetuate socio-economic disparities.
... Meta-analyses on the relationship between parental involvement and academic performance in recent years have found parental involvement to have a positive influence on the academic performance of students (Castro et al., 2015;Erdem and Kaya, 2020;Ates, 2021;Wilder, 2023). Henderson and Mapp (2002) noted that when schools, families, and communities jointly support learning, children are more likely to enjoy learning more and do better. ...
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Introduction Many studies have confirmed that parental involvement can affect students’ academic performance, but few focus on the influence of parental involvement on students’ math performance by using meta-analysis. This meta-analysis investigates the influence of parental involvement on students’ math performance, along with their moderators. Methods Through searching Google Scholar, ERIC, EBSCO, Web of Science and ProQuest databases, a total of 25 empirical studies between 2015 to 2024 were published and 42 independent effect sizes were included. The estimation of effect size was obtained by converting the Fisher’s correlation coefficient and investigating the publication bias that affects meta-analysis studies. This study also conducted heterogeneity tests of the magnitudes grouped according to different moderators. Results and discussion The results found parental involvement to had a significantly positive influence on the math performance of students. The analysis of moderating variables found participant, involvement type, grade level, geographical region, and evaluation content all had moderating effects. Finally, the research findings were discussed and suggestions were provided for how parents can be more effectively involved in students’ mathematical learning.
... Educational researchers have long been interested in the effect that parental involvement have on children's development, such as academic achievement, social skills, socio-emotional aspect and mental health (Boonk et al., 2018;Castro et al., 2015;Cosso et al., 2022;Cripps and Zyromski, 2009;Nguyen et al., 2020;Nokali et al., 2010;Olvera and Olvera, 2012;Sheridan et al., 2019). Positive mental character refers to the relatively stable positive psychological traits gradually formed by the mutual influence of an individual's intrinsic potential and environmental education (Seligman and Csikszentmihalyi, 2014). ...
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Introduction To explore the association between parental involvement and children’s positive mental character, and examine the moderating effect of the relationship between teachers and parents. Methods The present study conducted latent moderated structural equation model among 167 Chinese preschool teachers and 1019 preschool children and their parents. Parents reported children’s positive mental character and perceived relationships with their children’s teachers while teachers reported their perceived relationships with each child’s parents. Results The results indicated that (1) three dimensions of parental involvement (home-based involvement, school-based involvement and home-school conferencing) were positively related to children’s positive mental character; (2) teacher-perceived teacher-parent relationship moderated the association between home-based involvement and children’s positive mental character; (3) the effects of school-based involvement * parent-teacher relationship and home-school conferencing * parent-teacher relationship on children’s positive mental character were significant. Discussion This study provided the implications for promoting the development of positive mental character among Chinese preschool children.
... Teoretičari iz ove oblasti naglašavaju značaj koji uspostavljanje partnerskih odnosa između škole i porodice ima za dobrobit svih učesnika, a pozitivni efekti uspostavljanja kvalitetne i produktivne saradnje između škole i porodice potvrđeni su i u brojnim istraživačkim studijama (Besler & Kurt, 2016;Castro et al., 2015;Chen & Chandler, 2001;Henderson & Map, 2004;McNeal, 1999;van Voorhis et al., 2013). Nalazi ukazuju na povezanost saradnje škole i porodice sa kognitivnim napredovanjem, boljim akademskim postignućima i socioemocionalnim funkcionisanjem učenika, pozitivnijim interakcijama sa vršnjacima i ređim ispoljavanjima problema u ponašanju. ...
... This includes talking to the school staff, volunteering their time at school, helping their children learn at home, being involved in school decisions, and working with the school community on a regular basis. However, Dawadi, 2020;Castro et al., 2015;and Trinick, 2015 have used the term "parental involvement" to describe various actions and procedures that parents may take at home or school. Therefore, parental involvement is defined as parents' commitment and active engagement in both the school and their children's education Purposive sampling was used to choose the samples. ...
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Parental involvement is crucial for achieving academic excellence and fostering personal development in contemporary educational institutions. Involving parents in their children's education promotes cognitive and interpersonal growth and improves academic achievements. The involvement of parents in their children's education in Nepali public schools is the focus of this qualitative case study. Adopting social capital theories, this study explores engagement through interviews, documentation, and observations at a single school with four selected participants. Evidence indicates that active parental involvement has a substantial positive impact on student's academic achievement and acquisition of knowledge. The following are important ways parents can become more involved: a) enhancing children's education through SMC and PTA activities; b) fortifying the parent-teacher bond; c) boosting the home environment in comprehensive education; and d) enhancing school governance and management. The study emphasizes the necessity of implementing a comprehensive framework for parental involvement that supports decentralized management and encourages innovative adaptability. The network cooperation between schools, teachers, and parents is critical. Promoting parental involvement and cultivating connections among parents is essential for improving the educational atmosphere and ensuring academic excellence in public schools.
... Academic achievement is considered to be a key objective of schooling and as such has been the subject of a large body of prior research (e.g. Castro et al., 2015;McInerney et al., 2012). Considered through the lens of the AD-R framework, it is proposed that emotional exhaustion will be negatively associated with academic achievement, while the reverse will be true for positive affect. ...
... In addition, parental involvement influences other important factors for students of color such as motivation (Isik et al., 2018) and STEM (Science, Technology, Engineering, Mathematics) selfefficacy (Dotterer, 2022). This connection between parental involvement and students' achievement holds steady from early childhood and elementary education (Ma et al., 2015) through secondary education (Castro et al., 2015) and the transition into college (Jeynes, 2017). Researchers have also highlighted the importance of parental involvement in the identification process for gifted education programs (Jolly & Matthews, 2012;McBee, 2006McBee, , 2010Mun et al., 2021). ...
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Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.
... Parental involvement is defined as the active participation of parents in all aspects of their children's social, emotional, and academic development (Castro et al., 2015), which has a multifaceted and multidimensional inner structure (Epstein, 1990(Epstein, , 1995Jeynes, 2007;Pomerantz et al., 2007). ...
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Introduction The Ecological Systems Model of Creativity Development (ESMCD) proposes that parental involvement positively impacts student creativity. However, prior empirical studies present mixed results, including positive, negative, and no correlations between these variables. Methods To synthesize these inconsistent primary studies, the current study conducted a systematic meta-analysis synthesizing 30 primary studies involving 37 independent samples with 70 effect sizes and a total N = 20,906 participants. Results The results demonstrated: (1) an overall significant small, positive correlation (r = 0.101) between parental involvement and student creativity; (2) significant small, positive correlations between specific involvement types (autonomy support r = 0.144; behavioral control r = 0.133; content support r = 0.131) and creativity, alongside a significant small, negative correlation between psychological control and creativity (r = −0.117); (3) no statistically significant moderating effects of student grade level, parental gender, region, or publication type. Discussion This systematic meta-analytic review consolidates empirical evidence indicating that parental involvement positively predicts students’ creativity, while highlighting the detrimental impact of psychological control on creative outcomes. Further research elucidating the mechanisms underlying these relations is critical for informing parenting approaches and education policies seeking to foster creativity development among students.
... Orang tua dapat membantu dengan menyediakan waktu untuk menjelaskan kembali konsep-konsep yang diajarkan di sekolah, menggunakan metode yang lebih sederhana atau yang lebih sesuai dengan gaya belajar anak. Sebuah studi oleh Castro et al. (2015) menunjukkan bahwa ketika orang tua secara aktif terlibat dalam membantu anak memahami materi akademik, termasuk matematika, anak-anak cenderung menunjukkan peningkatan dalam pemahaman dan performa akademik mereka. ...
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This study aims to understand the critical role of parents in supporting children's mathematics learning at the elementary school level. In this context, the research employs a qualitative approach with a case study design to explore parental involvement in facilitating mathematics comprehension at home and collaboration with teachers. Data were collected through in-depth interviews, participatory observations, and document analysis of ten purposively selected families. The results indicate that effective communication between parents and teachers, as well as the support provided at home, plays a significant role in enhancing children's understanding and motivation in learning mathematics. Parents who are actively involved in their children's learning, both through direct interaction with teachers and by facilitating learning activities at home, are proven to help children overcome challenges in learning mathematics. The study also emphasizes the importance of consistent collaboration between home and school to create a supportive learning environment. The implications of this study suggest that active parental involvement and collaboration with teachers are crucial for achieving optimal mathematics learning outcomes.
... It operates like the proximity control strategy of behaviour modification, the effectiveness of which is attested to in the literature (Essuman, Nwaogu & Nwachuku, 1990;Weaver et al., 2020). Involvement of parents in collaborative effort with other school stakeholders in solving a child's problem is a widely utilized approach to problem-solving as reported in the literature (Allen & White-Smith, 2018;Baker et al., 2016;Castro et al., 2015;Mahuro & Hungi, 2016;Park, Stone, & Holloway, 2017) and hence, its use is in line with the tenets of positive discipline. ...
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This study was conducted to determine the alternative strategies to corporal punishment used by some basic school teachers in Mampong Municipality in the wake of the abolition of corporal punishment in Ghanaian schools. The study used a qualitative research approach and phenomenological research design to study 15 basic school teachers and 15 headteachers who were purposively sampled for the study. Interviews and focus group discussions were used to collect data. It was found that the teachers used positive discipline strategies, such as rule setting, rewards presentation, guidance and counselling and mild punishment strategies, such as task assignment, withdrawal from pleasant activity and upstanding as alternative strategies to corporal punishment. This implies that the teachers follow the recommended discipline policy of the Ghana Education Service (GES). It was recommended, among others, that continuous professional education should be conducted by GES for the teachers to keep them abreast of the use of alternative strategies. Article visualizations: </p
... Perhaps the most popular of these is the Family Investment Model, which suggests that caregivers with higher levels of education may be able to create a richer environment with more physical materials (e.g., books, toys, games) and activities (e.g., reading to children, counting or naming objects, singing songs, etc.) to support their children's development and well-being (Conger & Donnellan, 2007;Cuartas et al., 2020;Frongillo et al., 2017). The Family Investment Model has been very well-studied in the Minority World, where evidence shows children's high academic achievements to be associated with parental involvement and frequent communication (Castro et al., 2015). However, this model has only been studied recently in the Majority World. ...
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Caregiver education and home stimulation have shown positive associations with children’s developmental outcomes in early childhood in high-income “Minority World” countries, and these processes also predict children’s long-term health and well-being. However, relatively little is known about these processes in low- and middle-income “Majority World” countries, where an estimated 250 million children under the age of five are at risk of not reaching their developmental potential. This paper attempts to address these gaps in knowledge by exploring the relations between caregiver education, household stimulation, and early childhood development in a sample of infants and toddlers aged birth to three using data on 9,099 caregiver-child dyads from eight under-represented Majority World sites: Brazil, Guatemala, India, Jordan, Lebanon, Pakistan, the Philippines, and Zambia. It also explored the differences in these developmental processes between children’s sex and geographical regions. Results showed that home stimulation partially mediated the associations between caregiver education and children’s developmental outcomes across eight sites. These developmental processes differed by geographical regions and by children’s sex. In sum, these findings contribute to the field’s understanding of the universality and specificity of child development across settings and child characteristics. They also suggest the importance of supporting caregiver education and home stimulation activities as means of promoting children’s developmental outcomes, as well as the need to promote gender equity in the Majority World to ensure equal access to learning opportunities, especially opportunities in the home.
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La relevancia de las relaciones democráticas de corresponsabilidad y colaborativas ha sido ampliamente constatada, pero en menor medida en el ámbito rural. Las instituciones educativas en este tipo de contexto guardan una especial peculiaridad que repercute en los diferentes parámetros de la educación del siglo XXI, entre ellos, la relación familia y escuela. Desde un enfoque empírico, descriptivo, cuantitativo, se analiza la participación de las familias en los centros educativos rurales en función de las variables escolares desde la perspectiva de los progenitores. Se utilizó el cuestionario “Valoración de la implicación de las familias en la educación de los hijos/as. Cuestionario a familias” que fue cumplimentado por 1478 familias (14.1% padres; 51.5% madres; 27.5% ambos) residentes en áreas rurales. Los resultados ponen de manifiesto la presencia significativa de una mayor participación en la Educación Primaria que se ve drásticamente reducida en la Educación Secundaria; las familias con hijos/as que han repetido se involucran en menor medida en la vida escolar que aquellos cuyos hijos/as no han repetido; y a mayor rendimiento académico se asocia un incremento de la participación de los progenitores en el centro. Se hace hincapié en la necesidad de realizar un acompañamiento familiar en el tránsito educativo de Educación Primaria a Secundaria para no mermar la implicación de estas y, además, dar un feedback más continuado respecto el estatus académico del alumnado de manera que se subraye la importancia de la participación e implicación de las familias para solventar las deficiencias al respecto.
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The purpose of this study was to examine in detail the relationship between perceived parental involvement in homework (content-oriented and autonomy-oriented forms of involvement) and students’ homework behavior (homework time, homework time management, and amount of homework completed). The study also looked at how the relationships between these variables change between middle school and high school. The study was conducted on 528 middle and high school students in grades 5–12. The relationships between the variables used in the study were structured using a theoretical model and tested using the structural equation model method. The results of the study show that parental involvement in homework has a positive relationship with students’ homework behaviour. In particular, time management skills have the strongest relationship with parental involvement among the three homework behaviors. However, while there was no direct relationship between parental involvement and overall academic achievement, parental involvement in homework showed a positive relationship with academic achievement through homework completion and time management. At the secondary school level, there is a positive relationship between students’ homework time, homework completion and time management skills and academic achievement. Students’ homework completion stood out as the variable with the strongest relationship with academic achievement. These findings suggest that parental involvement in the homework process, especially at the secondary school level, can help students to manage their homework more effectively and be more successful academically.
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Teacher parents enroll their children in the schools where they work nowadays. This qualitative study aimed to explore what children experience when they attend a school where their teachers and parents work. The students, aged between 10 and 13 years ( M = 11.2; SD = 1.22), were all students at the school where their parents worked during their middle school years. Of the students who were in the same school as their parents, the parents of six of them were also course teachers. The thematic analysis of the qualitative interviews identified the following four main themes: Advantages, expectations, artificial friendship, and recommendations. Within the framework of the findings, practical recommendations were offered to psychological help professionals and families working on the subject.
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Active involvement of parents in their children's academic pursuits is widely recognized as a pivotal element in their educational advancement. While there is substantial literature on parental engagement from the perspective of parents, there is a dearth of research regarding students' own perceptions and experiences of parental involvement. This study aims to address this gap by exploring students' experiences, perspectives, and opinions regarding parental involvement and its impact on their academic journeys. This research will utilize a qualitative research method to explore the nature of parental involvement and its consequences on students' academic accomplishments. Qualitative data was collected through semi-structured interview from ten respondents to find out their parent involvement in their academic achievement. Interpretative Phenomenological approach was combined with Thematic Analysis to analyze the collected data. By delving into the students' perspectives, the research seeks to provide insights into the nuanced nature of parental involvement and its resonance with students' academic experiences. Additionally, the study will explore the implications of the findings for fostering meaningful partnerships among stakeholders and empowering students towards academic success. Through this research, we aim to bridge the disparity between theoretical concepts and real-world experiences, providing valuable insights that can inform educational policies and practices. Ultimately, our goal is to provide parents, educators, and policy-makers with a deeper understanding of students' viewpoints on parental involvement, fostering collaborative efforts to support students' academic success and overall development.
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p style="text-align: justify;"> Objective. Cross-cultural analysis of the perception of parental attitudes and its influence on the general academic performance of high school students from Russia and Kyrgyzstan. Background. The characteristics of parental attitudes are closely related not only to the child’s educational success during life in the family, but also to educational achievements in the future. At the same time, the sociocultural specifics of parent-child relationships, through the perception of a growing child, can change the direction and magnitude of such associations. Study design. The characteristics of the relationship between mothers and fathers – emotional acceptance and overprotection – by high school students from two countries differing in socio-economic status are analyzed. A cross-cultural analysis of the structure of associations between the characteristics of the perception of parental attitudes and academic performance is carried out. Participants. The study analyzed data from 528 students in grades 10–11 from Russia and Kyrgyzstan. Russian sample: 230 people ( M = 17,31; SD = 0,7), 58,1% girls. Kyrgyz sample: 298 people ( M = 17,21; SD = 0,7), 67,6% girls. Measurements. Russian-language version of the questionnaire “Parental Bonding Instrument” (T.N. Tikhomirova, D.A. Gaysina, S.B. Malykh, 2021). Results. At high school age, the perception of parental attitude has a culture-specific conditioning, most clearly expressed in the perception of emotional acceptance by the mother and the overprotective attitude of the father. Conclusions. Given the existence of a universal model of the influence of parental attitudes on the general academic performance of high school students, cross-cultural specificity of functional associations within the model is observed, which is more characteristic of the perception of the attitudes of fathers rather than mothers.</p
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The purpose of this study was to identify the social supports in the lives of African American adolescents that influence resilient academic outcomes. The authors examined 206 African American students to identify the role of parental involvement as a buffer in the relation between low school support and high academic expectations. Results revealed that high levels of school support and parental involvement facilitated the development of high academic expectations. Sex and socioeconomic status (SES) differences were also examined. High parental involvement and high SES positively influenced academic expectations for females only. For males, low parental involvement and high SES positively influenced academic expectations. These findings suggest that parental involvement has differing effects on academic outcomes for African American males and females.
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This study reports the results of efforts of school officials to implement family and community involvement activities to reduce the number of disciplinary actions and to ensure a school climate focused on learning. Using longitudinal data from elementary and secondary schools, analyses indicate that regardless of schools’prior rates of discipline, the more family and community involvement activities were implemented, the fewer students were disciplined by being sent to principals’offices or given detention or in-school suspension. Activities for two types of involvement, parenting and volunteering, were most predictive of reducing the percentages of students who were subject to discipline. Also, schools that improved the quality of their partnership programs reported fewer students in need of discipline. The results suggest that creating more connections and greater cooperation among the school, family, and community contexts may be one way for schools to improve student behavior and school discipline.
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School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students’ success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: •A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, and community partnerships. •A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communities share responsibility for student success in school. •A historic overview and exploration of research on the nature and effects of parent involvement. •Methods for applying the theory, framework, and research on partnerships in college course assignments, class discussions, projects and activities, and fi eld experiences. •Examples that show how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.
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Using the 1992 National Educational Longitudinal Study (NELS) data set, this study assessed the effects of parental involvement on the academic achievement of African American 12th grade youth, using several models. The results indicate that parental involvement had a positive impact on the educational outcomes of these youth. However, this influence was no longer statistically significant when variables for socioeconomic status (SES) were included in the analysis. All the sets of results were reasonably consistent across the different kinds of academic variables. The analyses also indicated that parents were slightly more likely to be involved in the education of their daughters than they were in the education of their sons. The results of these sets of analyses were discussed.
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This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents' involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students' academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.
Article
This article provides a synthesis of research in which parents provided academic instruction to their own children. The effectiveness of parent tutoring in 37 studies was examined across grade level, basic skill area (e.g., reading, math), training feature (e.g., treatment length, availability of consultation), treatment fidelity, type of assessment (i.e. criterion-referenced or norm-referenced), and whether or not the study was published. Thirty-two comparisons were found for 20 group design studies and 25 comparisons were found for 17 single subject design studies. Separate analyses were conducted for group design and single-subject design studies using standardized mean difference between experimental and control groups, and percentage of non-overlapping data (PND), respectively. Effect size (ES) and PND were generally positive across both types of studies. A mean weighted ES of +0.55 was obtained for trimmed group design studies and a median PND of 94 was obtained for the single subject studies. Most studies involved reading and the use of primary grade students as subjects. Certain treatment characteristics appeared to moderate outcome. Implications of the current analysis for future practice and research in the area of parent tutoring are discussed.
Article
We assert that the most important questions concerning parental involvement in children's education address why parents choose to become involved and why their involvement, once underway, often positively influences educational outcomes. We present a model suggesting that parents become involved primarily because (a) they develop a personal construction of the parental role that includes participation in their children's education, (b) they have developed a positive sense of efficacy for helping their children succeed in school, and (c) they perceive opportunities or demands for involvement from children and the school. Parents then choose specific forms of involvement in response to the specific domains of skill and knowledge they possess, the total demands on their time and energy, and specific requests for involvement from children and the school. The model suggests that parental involvement then influences children's developmental and educational outcomes through such mechanisms as modeling, reinforcement, and instruction, as mediated by the parent's use of developmentally appropriate activities and the fit between parental activities and the school's expectations. The major educational outcomes of the involvement process are children's development of skills and knowledge, as well as a personal sense of efficacy for succeeding in school. Major implications of the model for research and practice are discussed.
Article
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K. Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous research has produced similar results, the present study indicates there are differences in which academic beliefs and parenting behaviors are most effective in facilitating school readiness and early achievement. Emphasizing the importance of academic skills for African American boys was associated with higher reading and mathematics achievement as well as prior enrollment in center-based child care. Parenting behaviors, such as discussing science topics, reading books, and discussing family racial and ethnic heritage, differed in their significance in predicting cognitive outcomes. Implications for differences in the kinds of parental involvement in the education of African American boys are discussed.
Article
Background/Context For many years, educators, parents, and social scientists have conceptualized engaged parents as those who help their children with their homework, frequently attend school functions, and maintain household rules that dictate when their young engage in schoolwork and leisure. Recent meta-analyses on parental involvement confirm the salience of more subtle social variables, which Bandura and Walters asserted may be even more important than overt parental behavior in fostering positive student outcomes. These results indicate that factors such as parental expectations, the quality of parent–child communication, and parental style may be more highly related to student achievement than various more overt expressions of this involvement. Purpose/Objective/Research Question/Focus of Study The purpose of the article is to examine what the body of research literature indicates about the role and utility of the subtle aspects of parental involvement. The article first establishes a theoretical framework, using Bandura and Walter's research. Then the article focuses on three issues regarding parental involvement: (1) the salience of subtle aspects of parental involvement; (2) subtle actions are also important to help schools more completely involve parents; and (3) to what extent is it possible to educate parents to become more involved? The article also addresses whether those aspects of parental involvement that are the most efficacious in everyday living are also the most vital in school-based parental involvement programs. Research Design The article is an analytical essay that summarizes the recent research on the influence of subtle aspects of parental involvement. It reaches conclusions based on investigations into family and school practices. Conclusion There are deliberate actions that teachers can take to enhance parental involvement. First, educate parents to comprehend, and then act on, the fact that it is probably some of the more subtle aspects of parental involvement, such as high expectations and communication, that are among the most important. Second, educate school leaders, teachers, and staff to understand that raising parental participation may be more a function of subtle but important demonstrations of love and respect than a matter of instructing parents to apply particular methods of helping children. Naturally, all these factors are important, but the spirit and the attitude of parental involvement may actually be more important than the pedagogy applied at home. As parents, educators, and other leaders apply these principles, it is likely that parental involvement in the early 21st century will be greater than it has been in recent memory. Ultimately, teachers, students, and parents will all benefit from this development.
Article
Problems involving causal inference have dogged at the heels of Statistics since its earliest days. Correlation does not imply causation and yet causal conclusions drawn from a carefully designed experiment are often valid. What can a statistical model say about causation? This question is addressed by using a particular model for causal inference (Rubin, 1974; Holland and Rubin, 1983) to critique the discussions of other writers on causation and causal inference. These include selected philosophers, medical researchers, statisticians, econometricians, and proponents of causal modelling.
Article
Parental involvement in education is a key focus of current policies and programs aimed at improving the academic outcomes of students at risk for academic underachievement. This study examines six forms of parental involvement in education to determine which forms of involvement have the strongest relationships with youths' academic outcomes. Using nationally representative data (N = 1,609) from the National Education Longitudinal Survey, this study focuses specifically on Mexican American families and youths, a population at high risk for academic underperformance. Findings show that the positive effects of parental involvement among Mexican American parents occur through involvement in the home, whereas parental involvement in school organizations is not associated with youths' achievement. Parents' investment of financial resources in their children's education was found to have a somewhat higher impact on achievement than forms of involvement that require parents' investment of time. Findings also suggest that the impact of these forms of parental involvement occurs prior to high school.
Article
Purpose of Study There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocality of personal factors, behavior, and the environment (Bandura, 1986). Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing literature suggests that highly motivated students may attain more academic success (Grolnick & Kurowski, 1999; Grolnlick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991); Grolnick & Slowiaczek, 1994). Thus, parenting practices that influence or teach adaptive motivational and achievement outcomes are an aspect of a student's success that are in need of consideration. This study will examine motivational outcomes, as predicted by parenting practices that may influence student behavior. The purpose of this study is to expand upon the existing research on the relation between parenting practices and motivation. Specific consideration will be given to the parenting practices of parenting style and parent involvement, and two views of motivation, goal orientation, and autonomy. The relations among the styles of parenting, the level and type of parental involvement, and three goal orientations and autonomy will be examined. Styles of parenting are generally described as patterns or configurations of parenting behaviors. Specifically, the parenting styles of authoritative, authoritarian, and permissive, as described by Baumrind (1967), will be considered for this study. The parental involvement that will be examined by the present study will include involvement such as attending school functions, helping with homework, or simply showing interest in what is occurring in school may be important to a student's academic career. Parental involvement with both social aspects and intellectually stimulating activities beyond schoolwork will also be assessed as proposed by Grolnick and Slowiaczek (1994). Several different theories attempt to explain what motivates individuals to initiate, persist at, and follow through with certain activities or tasks. Achievement goal theory (Ames & Archer, 1988; Middleton & Midgley, 1997) and self-determination theory (Deci & Ryan, 1985) are the two views of motivation that will be focused on throughout the present study. Achievement goal theory highlights the purposes behind achievement behaviors (Ames & Archer, 1988; Pintrich & Schunk, 1996). Achievement goal theory examines the purpose behind certain achievement behaviors and the standards of evaluation students use to assess their performance. Self-determination theory examines the social and contextual factors that affect an individual's self-motivation and psychological development (Deci & Ryan, 1985; Ryan & Deci, 2000). Self-determination theory includes three innate needs that each individual is believed to have: competence, relatedness, and autonomy. These are the innate psychological needs. The need for autonomy will be the aspect of self-determination theory that will be examined here. This study will contribute to the existing knowledge regarding the relation between INTERNATIONAL JOURNAL OF WHOLE SCHOOLING Vol 3 No. 2 2007 2 parenting practices and motivational processes that foster optimal motivation. Specifically, the study considers parenting practices, such as parental involvement and styles of parenting, to see how predictive they are of goal orientations and the autonomy component of self-determination theory. In particular, this study will be guided by research questions that consider whether or not a relation exists between parenting styles and parental involvement, and a student's goal orientation. In addition, the relation between parenting styles and parental involvement, and student's level of autonomy will be explored in the present study. Finally, the relation between a student's goal orientation and level of relative autonomy will be considered. Potential implications of this study may address the issues surrounding the importance of parenting practices in the academic career of a student.
Article
Major Department: Sociology Using the theory of social and cultural reproduction originally posited by Pierre Bourdieu, I test the idea that social status and individual culture affect academic achievement. The data used for this analysis was from the first panel of the Education Longitudinal Study (ELS), a survey sponsored by the U.S. Department of Education and based on a nationally representative sample of 16,719 tenth-grade respondents in 2002. As one would expect, the measure of student's ability was the only variable that remained significant throughout for both classes and racial groups throughout all statistical models. The difference in the importance of upper class students and lower class is dependent on race. These findings are bolstered by other studies that show parental involvement has been shown to mediate the effects of race and socioeconomic resources in achievement gaps it could also be used as a possible strategy for reducing the achievement gap even in the presence of cultural capital.
Article
The impact of parental involvement on student academic achievement has been recognized by teachers, administrators, and policy-makers who consider parental involvement to be one of the integral parts of new educational reforms and initiatives. This study synthesized the results of nine meta-analyses that examined this impact and it identified generalizable findings across these studies. The results indicated that the relationship between parental involvement and academic achievement was positive, regardless of a definition of parental involvement or measure of achievement. Furthermore, the findings revealed that this relationship was strongest if parental involvement was defined as parental expectations for academic achievement of their children. However, the impact of parental involvement on student academic achievement was weakest if parental involvement was defined as homework assistance. Finally, the relationship between parental involvement and academic achievement was found to be consistent across different grade levels and ethnic groups. However, the strength of that relationship varied based on the type of assessment used to measure student achievement.
Article
There is inconsistency in the current literature regarding the association between dimensions of parenting processes and academic achievement for adolescents. Further, few studies have extended such an association into young adulthood. In this study, we examined the effect of three dimensions of parenting processes, including school-specific involvement, general parental support, and parental expectations, on academic achievement in adolescence and in young adulthood. Using a large, nationally representative, and longitudinal sample, we found that results from regression analyses suggested that all three dimensions of parenting processes had a significant effect on adolescents' academic success. In particular, school-specific involvement had a stronger effect than general parental support and parental expectations. Further, parenting processes were indirectly associated with academic achievement later in young adulthood, partially through academic achievement in adolescence. Implications of the findings are also discussed.
Article
This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.
Article
We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement.
Article
Guided by a developmental–ecological framework and Head Start's two-generational approach, this study examined two dimensions of Head Start program quality, classroom quality and parent involvement and their unique and interactive contribution to children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start through the end of first grade. The study is a secondary data analysis of FACES 1997, a national descriptive study of Head Start children, families, and programs. The piecewise 3-level growth curve model suggested that Head Start children demonstrated positive academic growth trajectories over time, with vocabulary and literacy skills showing more rapid growth in Head Start years than in later grades. Younger children consistently showed more rapid growth than older children, especially during kindergarten and first grade. Head Start classroom quality and parent involvement uniquely and interactively predicted children's academic growth across time, but in rather complex ways.
Article
Studies of the effect of parental involvement on students’ achievement in a variety of contexts can provide valuable insights into how the relationship between parental involvement and students’ achievement may depend on specific local contexts of education and family. Drawing on the theoretical perspectives derived from social capital model, this study examines the effects of three types of parental involvement on students’ achievement. Dataset drawn from student questionnaire of 1551 tenth-grade students and their parents were used to investigate the determinants and the effects of parental resourcing on students’ achievement in comparison to other types of home-based and school-based involvement. Multiple regression analyses show that parental efforts in resourcing public schooling are significantly associated with students’ achievement. Features of Cambodian education in which parental resourcing becomes an important strategy for parents to enhance educational quality are described, and the broader implications of the findings are discussed.
Article
Parent involvement (PI) in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children's education. On the basis of the K. V. Hoover-Dempsey and H. M. Sandler (1995, 1997) model of parent decision making, the authors examined the relationship among 4 parent variables (role construction, sense of efficacy, resources, and perceptions of teacher invitations) with PI activities at home and school. The authors surveyed parents of elementary students from an urban district. Specific invitations from teachers had the largest effect on the 3 types of parent involvement. Parents' sense of efficacy and level of resources were less influential than anticipated. The authors discuss implications of the findings for teacher and school practices, policy development, and future research.
Article
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N=1274 and N=1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.
Article
This study examined how child temperament was related to parents' time spent accessible to and interacting with their 2-year-olds. Bivariate analyses indicated that both fathers and mothers spent more time with temperamentally challenging children than easier children on workdays, but fathers spent less time with challenging children than easier children on non-workdays. After accounting for work hours, some associations between temperament and fathers' workday involvement dropped to non-significance. For fathers, work hours also moderated the relation between irregular temperament and workday play. For mothers, work hours moderated the relation between both difficult and irregular temperament and workday interaction. Mothers also spent more time with girls (but not boys) who were temperamentally irregular. Results speak to the influence of child temperament on parenting behavior, and the differential construction of parenting roles as a function of child characteristics and patterns of work.
Article
A key goal of much educational policy is to help parents become involved in children’s academic lives. The focus of such efforts, as well as much of the extant research, has generally been on increasing the extent of parents’ involvement. However, factors beyond the extent of parents’ involvement may be of import. In this article, the case is made that consideration of the how, whom, and why of parents’ involvement in children’s academic lives is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become involved determines in large part the success of their involvement. It is argued as well that parents’ involvement may matter more for some children than for others. The issue of why parents should become involved is also considered. Implications for future research and interventions are discussed.
Article
New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.
Article
This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive model are suggested, as are implications for research and practice. Overall, the review suggests that even well-designed school programs inviting involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in school.
Article
The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents’ school performance.
Article
This paper examines the predictors and indicators of immigrant children's school achievement, using the two of the most predominant groups of American immigrants (103 Koreans and 100 Mexicans). Regression analyses were conducted to determine which independent variables (acculturation, parenting school involvement, parenting style, parent education, parent English, family income, length of stay in the United States) were the predictors of children's school achievement. For the total sample, an overall model of four predictors (acculturation, parenting style, parent education, and length of stay in the United States) on school achievement was significant. While acculturation, parenting style, and family income were significant predictors for the Korean sample, parent education and length of stay in the United States were significant predictors for the Mexican sample. Practice implications and suggestions for the intervention were discussed based on the study findings.
Article
Parental involvement is important for later well-being since it conveys to children that parents are interested in their development. In socioeconomically disadvantaged homes this involvement becomes even more important. This paper asks: Can the social capital produced by greater parental involvement mediate some of the harmful effects of less financial capital? Data are from the National Child Development Study; a longitudinal study of children born in Britain in 1958. Results suggest that parental involvement does matter, but it depends on when involvement and economic hardship are measured, as well as type of involvement and parent gender. Father interest in education reduces the impact of economic hardship on education the most, especially at age 11. Both father and mother interest in school at age 16 have the largest direct impact on education. The frequency of outings with mother at age 11 also has a larger direct impact on education than outings with father, however, neither compare with the reduction in the effect of economic hardship as a result of father interest in school.
Article
Causal effects are defined as comparisons of potential outcomes under different treatments on a common set of units. Observed values of the potential outcomes are revealed by the assignment mechanism-a probabilistic model for the treatment each unit receives as a function of covariates and potential outcomes. Fisher made tremendous contributions to causal inference through his work on the design of randomized experiments, but the potential outcomes perspective applies to other complex experiments and nonrandomized studies as well. As noted by Kempthorne in his 1976 discussion of Savage's Fisher lecture, Fisher never bridged his work on experimental design and his work on parametric modeling, a bridge that appears nearly automatic with an appropriate view of the potential outcomes framework, where the potential outcomes and covariates are given a Bayesian distribution to complete the model specification. Also, this framework crisply separates scientific inference for causal effects and decisions based on such inference, a distinction evident in Fisher's discussion of tests of significance versus tests in an accept/reject framework. But Fisher never used the potential outcomes framework, originally proposed by Neyman in the context of randomized experiments, and as a result he provided generally flawed advice concerning the use of the analysis of covariance to adjust for posttreatment concomitants in randomized trials.
Article
A structural equation modelling analysis was used to test the mediating effect of achievement goal factors on the relationship between Egyptian adolescents' perception of parental involvement and academic achievement. The perception of Parental Involvement Scale and Achievement Goal Questionnaire was administered to a sample of 255 first-year students (135 males and 120 females) enrolled in a high school in El-Minia city in Egypt during 2005. Achievement scores were obtained from students' school records. Results of the study revealed that students' performance- approach and mastery goals were the most important predictors of students' academic achievement, followed by at-home parental involvement, at-school parental involvement, and finally performance-avoidance goals. At-home parental involvement had an indirect effect on students' academic achievement through mastery goal. At- school parental involvement had an indirect effect on academic achievement through mastery, performance-approach, and performance-avoidance goals. Implications of these findings for students' academic achievement are discussed.
Article
The authors sought to understand the types of parent involvement that teachers, parents, and students believe affect the academic achievement of adolescent learners at the junior high school level. Research that included focus groups, interviews, and surveys indicated that teachers and students believed that parent involvement at school was considered less important to a child's academic achievement than parent involvement in academics at home. In addition, parents rated themselves as more participatory in academics than did their children or junior high school teachers.
Article
The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involve- ment. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their teachers. Teachers rated parent involvement, and preliteracy skills were assessed with standardized tests. Greater parent involve- ment was associated with stronger preliteracy skills. SES was positively associ- ated with involvement, although involvement still predicted preliteracy develop- ment controlling for SES. No significant relation was found between depression and parent involvement. Single-parent status was associated with less involve- ment, and data were consistent with single-parent status partially mediating the relation between SES and involvement. These findings extend work with older children, and provide a step toward understanding possible mechanisms in the relation between SES and parent involvement.
Article
A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children.
Article
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
Article
A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.
Article
The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior.
Article
The major research objective of this study was to assess the effect of parental involvement on students' academic growth during the high school years. The National Education Longitudinal Study of 1988 (NELS:88) data were used, and latent growth curve analysis within the framework of structural equation modeling was the major analytic tool. The following are the major findings of the study: (a) Parental involvement appears to be multidimensional; (b) ethnic group samples reported comparable degrees of parental involvement; (c) parents' aspiration for their children's education attainment had a consistent and positive effect on students' academic growth; and (d) the effect, or lack thereof, of parental involvement was consistent across ethnic group samples and across data sources (student vs. parent data). Plausible reasons for the consistent effect of parents' aspirations on students' academic achievement are discussed. The author offers explanations for why some parental involvement dimensions showed negative, though generally small, effects on students' academic growth.