Abstract
Research findings indicated the importance of parental role in the educational process of children providing support for the strong connection between parental role and educational process. The purpose of the present study was to examine the role of parental involvement in classroom life in Greek Primary and Secondary education. A sample of one hundred and fifty five (155) students (69 boys, 86 girls) ranging in age from eleven to fifteen years volunteered to participate in this study. For the purpose of the study, students completed the Classroom Life Measure, which took place during their lessons. The results showed that the pressure from their parents to the study the lessons contributed to the increase of the state-anxiety felt by children, but simultaneously to increase of the negative self-esteem. The parents of primary school students are engaged in a higher degree with the homework, but also seek their children’s participation in school activities.
Highlights
International bibliography and research point out the importance of parental role in the educational process of children, and the parental desire to contribute to the improvement of those conditions, which could help their children achieve higher levels of performance and success
Some important factors were not investigated at the aforementioned studies, such as psychological traits of children, for example state-anxiety, which is taken into account in the present study in relation with parental involvement
All these compose the axes on which our study focuses, which are supplemented with the following factors: teacher and student academic and personal support, extrinsic motivation, self-esteem and state-trait anxiety
Summary
International bibliography and research point out the importance of parental role in the educational process of children, and the parental desire to contribute to the improvement of those conditions, which could help their children achieve higher levels of performance and success. The role of parental involvement is better understood when the parents and teachers understand one another’s expectations, simultaneously keeping communication which will allow both sides to acknowledge the progress and the child’s behaviour at home and at school; the way students perform on homework, their interests, talents, school attitudes and social interactions as well (Albright & Weissberg, 2010). All these compose the axes on which our study focuses, which are supplemented with the following factors: teacher and student academic and personal support, extrinsic motivation, self-esteem and state-trait anxiety. The present study aimed at examining the differences based on gender and education level in students’ classroom life as well as the level at the type of parental involvement
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