Abstract
<p>The purpose of this study was to validate the Family Involvement Questionnaire (FIQ) for use in high school settings (9<sup>th</sup>-12<sup>th</sup> grade). After the FIQ was redesigned for use in the high school setting, 519 parents completed the questionnaire online. Internal consistency was for the 40-item questionnaire was high (α = 0.93). A confirmatory factor analysis failed to substantiate the FIQ-HS to the elementary version from which it was adapted. However, an exploratory factor analysis yielded three factors consistent with the FIQ-E. Family demographics were compared to participant responses, and significant effects of students’ school and special education status were found.</p>
Highlights
The discussion of family involvement in children’s schooling is not new. Buchanan, Hansen, and Quilling (1969) conducted one of the first studies examining the relationship between family involvement and student performance in the late 1960’s
The research questions this study addressed included: (1) Does the Family Involvement Questionnaire (FIQ)-HS demonstrate internal consistency? (2) What factors are associated with family involvement in high school settings? And (3) are the factors found in the Family Involvement Questionnaire-High School (FIQ-HS) the same as the ones found in the Family Involvement QuestionnaireElementary (FIQ-E), including Home-School Communication, Home-Based Activities, and School-Based Activities factors?
Results from the confirmatory factor analysis did not confirm an identical factor structure of the FIQ-HS and the FIQ-E. This may be because of the significant differences between the current predominantly White rural school sample and the sample used in Manz et al.’s (2004) FIQ-E validation study which was predominantly African Americans from urban schools
Summary
The discussion of family involvement in children’s schooling is not new. Buchanan, Hansen, and Quilling (1969) conducted one of the first studies examining the relationship between family involvement and student performance in the late 1960’s. The factors and benefits of family involvement have been examined in over forty years of research, and multiple meta-analyses have been conducted to synthesize the data (Fan & Chen, 2001; Jeynes, 2005, 2007, & 2012; Mattingly, Prislin, McKenzie, Rodriguez, & Kayzar, 2002). This body of research provides a firm basis to conclude that family involvement can have a positive effect on school children’s achievement as measured by grades, standardized test scores, school enrollment, and high school graduation rates (Catsambis, 1988; Fan & Chen, 2001; Hill & Taylor, 2004; Jeynes, 2005)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
