Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement.

Nancy E Hill,Diana F Tyson

doi:10.1037/a0015362

Abstract

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.

Highlights

Adolescence and entry into middle school reflect change on multiple levels
Despite consensus about the importance of families and schools working together across developmental stages, extant theories of parental involvement in education have been based on elementary school students and elementary school contexts and do not account for the changes associated with middle school and early adolescent development (Hill & Taylor, 2004; Hill, Tyson, & Bromell, 2009)
Parental involvement in education that reflects academic socialization allows parents to maintain their involvement while affirming adolescents’ autonomy, independence, and advancing cognitive abilities. In this meta-analysis, we examine the relative association between three types of parental involvement in education and academic achievement

Summary

Introduction

Adolescence and entry into middle school reflect change on multiple levels. The middle school years coincide with key changes in adolescent development, including biological and cognitive growth, social development, and renegotiations of family relationships, especially the parent–adolescent relationship (Adams & Berzonsky, 2003; Grolnick, Price, Beiswenger, & Sauck, 2007; Keating, 2004; Lerner & Steinberg, 2004; Smetana, Campione-Barr, & Daddis, 2004; Steinberg & Silk, 2002). We thank Lea Bromell, Roxanne Flint, Joseph Bataille, and Andrea Malone-Reid for their assistance with coding the reports for this meta-analysis The confluence of these developmental and contextual changes at early adolescence increases the risk that students may not reach their potential and heightens the need to identify sources of support. In promoting achievement across elementary and secondary school levels, theories, research, and policies have identified the significant role of families, family–school relations, and parental involvement in education (Fan & Chen, 2001; Hill & Chao, 2009; Seginer, 2006). It is imperative to identify the extent to which parental involvement in education is positively related to achievement for middle school students and which types of involvement are most effective

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Conclusion