The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these ...meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home-school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home-school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home-school connections and supporting nonacademic development activities.
Comments on the article by A. V. Line et al. (see record 2024-12291-001), a meta-analysis that is another step toward data-informed understanding of the contribution of parental inclusion to child ...psychotherapy outcomes. In this commentary, the authors build on these findings to highlight important areas for further research and development, if the field is to move toward more theory- and science-informed work with parents of child patients. They suggest that frameworks to advance understanding of individual therapy can, and should, be applied also to parent involvement. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Background. The study examined the relationship between parents’ involvement and pupils’ academic performance in Lira City. Methodology A cross-sectional design was used and both the qualitative and ...quantitative techniques of collecting and analyzing data were exploited. Qualitative techniques were applied to the data collected using documentary review while quantitative techniques were applied to data collected using questionnaires. The study had a target population of 332 participants from which 178 respondents were selected using Kreijcie & Morgan's (1970) table of determining sample size. Results The correlation between parents volunteering and the academic performance of pupils in the Lira West division was 0.321 with a sig value of 0.071. This indicated an insignificant relationship between parents volunteering and the academic performance of pupils in Lira City. The correlation between home environment and academic performance of pupils in primary schools was 0.563 with a sig value of 0.001. This indicated a significant positive relationship between the home environment and the academic performance of pupils in the Lira West division, Lira City. Therefore, the home environment for primary pupils influences their academic performance in Lira City. The correlation between parents’ care and the academic performance of pupils in primary schools was 0.741 with a sig value of 0.000. This indicated a significant positive relationship between parents’ care and the academic performance of pupils in the Lira West division, Lira district. Conclusion: In conclusion, parents’ care by providing fees and scholastic materials to primary pupils influences their academic performance Lira West division. Recommendation: There should be sensitization of parents on their role in the academic performance of their children in primary schools within the Lira West division, Lira City.
•37 studies, published from 2000 to 2013, were analyzed in this meta-analysis.•These studies were carried out from Kindergarten, Primary and Secondary schools.•Parental involvement has a positive and ...moderate impact on academic achievement.•High heterogeneity has been observed among the effect sizes provided by the studies.
This paper is a quantitative synthesis of research into parental involvement and academic achievement through a meta-analysis of 37 studies in kindergarten, primary and secondary schools carried out between 2000 and 2013. Effect size estimations were obtained by transforming Fisher's correlation coefficient. An analysis has also been conducted of the heterogeneity of the magnitudes grouped according to different moderator variables, and a study of the publication bias affecting meta-analytical studies. The results show that the parental models most linked to high achievement are those focusing on general supervision of the children's learning activities. The strongest associations are found when the families have high academic expectations for their children, develop and maintain communication with them about school activities, and help them to develop reading habits.
Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore ...how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.
Comments on the article by A. V. Line et al. (see record 2024-12991-001), a meta-analysis which shows that the inclusion of parents in child therapy is associated with better outcomes, compared to no ...treatment or nonparent inclusive treatment. This commentary will offer preliminary ideas regarding the clinical implications of this meta-analysis and two areas for future study: (a) What are the elements of work with parents and how does it actually work? (b) Are clinicians who work with children receiving adequate training in working with parents/caregivers? (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the ...same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
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The present study aimed to examine the mediating role of parental involvement in the association between parental attitudes toward their own mathematics and reading abilities and children's learning ...interests in the Chinese context. Participants included 395 Chinese elementary students whose ages ranged from 6.53 to 12.82 years (mean = 9.68 years) and their caregivers. The results showed that parental attitudes toward their own mathematics and reading not only had a domain-specific effect on parent-reported children's learning interests in these subjects but also had a cross-domain effect on other subjects. Furthermore, parental home- and school-based involvement mediated the association between parental attitudes toward mathematics and reading and parent-reported children's learning interests in these subjects. At the domain-specific level, parental home-based involvement, rather than school-based involvement, mediated the relation between parental attitudes and children's learning interests in mathematics and reading. At the cross-domain level, both home- and school-based involvement mediated the association between parental attitudes toward their own reading and children's mathematics interests. The findings underline the relevance of parental attitudes toward their own mathematics and reading and parental home- and school-based involvement in the development of Chinese elementary school students' learning interests.
•Parental attitudes toward math and reading had domain-specific and cross-domain effects on children's learning interests.•Parental home- and school-based involvement mediated the link between parental attitudes and children's learning interests.
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.
Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional ...development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.
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