De invloed van ouderbetrokkenheid op de schoolprestaties van leerlingen

Abstract

The relationship between parents and their children's education has been in the public eye for some time. Despite a multitude of scientific studies and initiatives to improve parental involvement in education, there are still gaps in our knowledge about the functioning of parental involvement. This dissertation answers the following main question: to what extent does parental involvement have an effect on the growth in the language and mathematics skills of children in primary and secondary education? Based on a theoretical model, the relationships between forms and influencing factors (determinants) of parental involvement and the growth in school performance of students were investigated. This also includes the mediating effects of different parental involvement forms.Thirdly, the moderating effects of demographic characteristics of parents and children on the relationships found were examined. The results of the study show that the effect of parental involvement seems to be more complicated than current scientific theories suggest. Parental involvement also works differently for primary school pupils than for secondary school students. Finally, it appears that demographic characteristics of parents, such as the level of education and the language they speak with their children at home, can influence the effect of involvement on school performance. So parental involvement does not work the same for parents and children from different backgrounds.