Abstract
<p style="text-align: justify;">The objective of this study was to design an instrument to evaluate parental involvement in the education of their children, and, subsequently, to investigate the content validity of that instrument. The questions on the questionnaire have been written according to the dimensions that shape the construct of parental participation: parenting, learning supervision, communication, parental networks, and relationships with the community. Further, for the study of content validity, expert judgment has been used, and the Aiken V coefficient has been estimated. The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %. It was concluded that the instrument can be used successfully in the evaluation of parental involvement in education.</p>
Highlights
The family is the first environment in which individuals acquire the necessary tools to establish relationships with other individuals and to function in the various environments in which they spend their daily lives
The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %
From different theoretical frameworks of reference, the concept of parental involvement includes both structural aspects of the family, such as the socioeconomic level and the educational level of the parents, as well as all those activities or behaviors that parents carry out in connection with the school attended by their child (Calvo et al, 2016; Hornby & Blackwell, 2018; Razeto Pavez, 2016)
Summary
The family is the first environment in which individuals acquire the necessary tools to establish relationships with other individuals and to function in the various environments in which they spend their daily lives. As school is a context in which boys and girls spend their childhood, it becomes important to investigate how the involvement of parents in education participates in the affective and socio-cognitive development of their children (Caligiore Gei & Ison, 2018; Ison, et al, 2020). This relationship has generated a great deal of research, it is difficult to define unequivocally what the construct of “participation” means, since it includes many aspects and dimensions. Attendance at school events, support with homework, communication with teachers and school administrators, participation in decision-making regarding school management, among other factors, can be identified (Valdés Cuervo & Sánchez, 2016)
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