Aspects Of Parental Involvement Research Articles

The effects of parental involvement on children’s education

The Indonesian government through the Ministry of Education has begun to emphasize the importance of parental involvement and community participation in children’s education. However, there is a lack of research on parental involvement in Indonesia. The aim of the study is to provide insights into parental involvement in children’s education in urban and rural areas in Java, Indonesia. The sample comprised 2151 second to sixth graders in 18 schools in three regions, DKI Jakarta, West Java, and East Java. Six aspects of parental involvement were measured using an adapted version of Epstein’s parental involvement framework. Hierarchical regression analyses were conducted to examine the effects of the socioeconomic and demographic characteristics and different types of parental involvement on children’s academic achievements as measured by the most recent Indonesian language and Mathematics grades. The finding shows that Indonesian parents are more strongly involved in their children’s learning at home than at school. Parents show higher levels of involvement when mothers had higher levels of education, in particular with respect to parenting, communicating, volunteering, and learning at home. With regards to school settings, parents in urban schools show higher levels of involvement than parents in rural schools. In urban schools, highly educated parents were more involved in volunteering, decision making and collaborating with community than low educated parents. In contrast to urban schools, in the rural school setting, parents with low education show higher involvement than their highly educated counterparts. Volunteering and learning at home have small positive effects on students’ mathematics achievement. Parenting and learning at home show small positive effects on students’ Indonesian language achievement.

Influence of parental play on Taiwanese 3-year-olds' executive function: Through the path of motor skills.

Parenting is known to impact children's executive function (EF) skills. However, nearly all the evidence comes from analyses of mother-child interaction. Using the National Longitudinal Study of Child Development and Care Database in Taiwan, the relations between both mother-child and father-child interaction and 3-year-olds' EF were investigated in 2,164 families. The results showed that mothers interacted with their children differently from fathers in terms of time distribution. Mothers were more equally involved in all aspects of parental involvement, whereas fathers spent more time in play. In addition, both mother-child and father-child play contributed to children's EF; however, the mediating effect of child motor skills was more prominent for father-child play. This study not only suggests a potential distinct and complementary role of fathers in young children's EF development but also indicates a unique mediating effect of motor skills in the path from parent-child play to child EF. Implications for parent education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Within family patterns of relative parental involvement across two generations of Swedish parents.

This prospective longitudinal study investigated father involvement relative to mother involvement in parent dyads across two generations from the same family. Relative parental involvement was operationalized using measures of how much parents shared parenting responsibilities and to whom their children turned preferentially in various situations. We hypothesized mean level increases towards more equal involvement for fathers and mothers across generations as well as intergenerational continuity of within-family patterns for both aspects of parental involvement. The longitudinal study involved 144 families and their first-born children, followed since 1982. The analyses involved the families of the 74 children who were parents themselves by age 33. Father involvement was lower than mother involvement in both generations. Results revealed mean level changes towards more equal sharing of responsibilities in the second generation, but no intergenerational changes in the likelihood that children would be more likely to turn to their fathers in various situations. There was intergenerational continuity within families in child preferences but not in the sharing of responsibilities. Together these findings imply that child preferences are related to within-family influences whereas other factors affect parents' sharing of responsibilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The effectiveness of a parent participation in postoperative pain management programs for children in a urology ward: A randomized controlled trial.

Postoperative pain has adverse effects on children after urology treatment, including sleep disturbance, incision dehiscence, bleeding, and delayed recovery. Parents, as the most direct caregivers of children, can make accurate assessments of children´s personal behaviors and responses, which is very important for the management of postoperative pain in children. The purpose of the current study was to develop a Parent Participation in Postoperative Pain Management Program for children in a urology ward and to evaluate its effects on children's postoperative pain scores and other outcome indicators. This research comprised two phases. The first phase was the development of a Parent Participation in Postoperative Pain Management Program. The second phase was a randomized controlled trial between two groups, and was carried out in a 45-bed inpatient urology ward of a tertiary children's hospital in China. In the trial, 211 children and their parents were randomly selected as a control group between July 1 and August 15, 2019, and 202 children and their parents were randomly selected as an intervention group between August 16 and September 15, 2019. Following the framework and methods of the Evidence-based Continuous Quality Improvement Model developed at Fudan University Evidence-Based Nursing Center, we systematically gathered evidence regarding parental involvement in postoperative pain management in children to construct the program. To evaluate the program's effectiveness, the control group performed routine postoperative pain management, while the intervention group underwent the Parent Participation in Postoperative Pain Management Program. The management period was during hospitalization, and generally ranged 3-7days. The Statistical Table of Pain Assessment for Children after Urology was employed by researchers. The results revealed no significant differences in demographic characteristics between the two groups of children and their parents. Children's pain scores during dressing removal (Z=-3.108, p=0.002), at discharge (Z=-2.185, p=0.029) and during catheter removal (Z=-6.553, p=0.000) were significantly lower in the intervention group compared with the control group. The Parent Participation in Postoperative Pain Management Program was found to be effective for alleviating postoperative pain scores among children, and provided useful information regarding postoperative pain management in children involving four aspects of parental involvement: cognition, guidance, documentation and support.

The Impact of Parents’ Involvement Using Online Platforms in Improving Learners’ Reading Comprehension in English VI: an Action Reasearch

This study aimed to examine the impact of parental involvement upon learner’s reading achievement. The study investigated whether learners with difficulty would improve reading comprehension when parents became actively involved in their child’s reading activities. Together with their parents, selected learners of Grade Six of Laong-Laan Elementary School participated in this reading intervention program. They were identified as struggling readers who were having difficulty in comprehension. Prior to the start of the reading program, learners were individually administered a pre-reading inventory using PHIL-IRI passage to assess the reading comprehension level of the learners. Each learner read and answered 8 written questions in an online platform using Google form about the story without parental support. Learners took a pre-test and classified their reading level as frustration, instructional or independent readers. There were 21 or 45.65% students under the frustration, 20 or 43.48% students in the instructional, and 5 or 10.87% students in the independent. Their parents were involved to read with their child at home during this time of pandemic. The learners read and discussed books or short story once a week with their parents at home and answered written comprehension questions about the story. The intervention lasted for 8 weeks. The post-test result showed, from the 21 learners under the frustration level decreased into 9 or 19.57%, 20 learners in the instructional increased into 22 or 47.83%, and from 5 learners in the independent increased into 15 or 32.60%. The outcomes of the study reveals that learner’s reading comprehension level increased as a result of parental involvement in their child’s reading activities. Meanwhile. the participating learners have also experienced a heightened enjoyment of reading and the parents have become more confidant in providing reading support to their children. The school should come up training sessions and a reading manuals to guide parents on meaningful indulgence in their children’s reading at home especially in this time of pandemic due to COVID-19 virus. Future and more in-depth research is recommended to identify what aspects of parent involvement have the most positive effect on diverse students’ achievement in reading and in other subjects.

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Parents play an important role in children’s academic achievement. The purpose of the present study was to explore the internal structure of an established parent survey and to investigate the relationships among different aspects of parental involvement in predicting children’s mathematics achievement. The study involved secondary data from 139 parents and math achievement scores of 121 elementary school-aged children. Guided by Hoover-Dempsey and Sandler’s Revised Parent Involvement Process model, a Principal Component Analysis with direct oblimin rotation was conducted on the parent survey, followed by path analysis to predict children’s math achievement. Five principal components were retained. Standardized results of the path analysis indicated that parental self-efficacy had the largest direct effect on children’s math achievement. Moreover, parental self-efficacy was favored directly by parental perceptions of specific school invitations to become involved. These findings shed light on the interplay between parental involvement and children’s achievement and underscore the importance of school-family collaboration, which can potentially link to parental self-efficacy.

Digital technologies and parental involvement in education: the experiences of mothers of primary school-aged children

This paper makes a contribution to the developing field of the political economy of educational technology and to an understanding of the significance of digital technologies for home-school relations. The digitalisation of social life is increasing and the impact of digitalisation on home-school relations, parents, and children is under-researched. This article draws on a new qualitative study where fifteen mothers were interviewed about parenting a primary school aged child in England with a focus on digital technologies, home-school relations, and parenting. I argue that processes of digitalisation are contributing to a bureaucratisation of home-school relations. Drawing on Weber’s social theory, I argue that managing communications and information is taking precedence over other aspects of parental involvement in education. In this process, digital technologies are contributing to increasing demands for involvement in education that are placed on parents, reinforcing the wider norms of the intensification and professionalisation of parenting.

Parental Involvement and Executive Function in Emerging Adults with Type 1 Diabetes.

To examine (a) changes in parental involvement across early emerging adulthood, (b) whether yearly fluctuations in parental involvement were associated with adherence and glycated hemoglobin (HbA1c) over time, and (c) whether higher involvement was more beneficial for those with poorer executive function (EF). A total of 228 high school seniors (M age = 17.76) with type 1 diabetes reported on mothers' and fathers' acceptance, knowledge of diabetes activities, disclosure to mothers and fathers regarding diabetes, and adherence at four yearly time points. At baseline, participants completed performance-based measures of EF. HbA1c was collected from assay kits. Growth curve models revealed significant declines in disclosure to fathers and mothers' and fathers' knowledge of diabetes activities; no changes were found in mothers' or fathers' acceptance nor disclosure to mothers. Multilevel models indicated significant between-person effects for nearly all aspects of parental involvement with more acceptance, knowledge, and disclosure associated with better HbA1c and adherence. Within-person effects for disclosure to fathers, and mothers' and fathers' knowledge indicated that in years when emerging adults perceived higher amounts of these types of involvement (compared with their own average), HbA1c was lower. Within-person effects were found for acceptance to mothers, disclosure to mothers and fathers, and mothers' diabetes knowledge for adherence. Disclosure to fathers and mothers' knowledge of diabetes activities were especially beneficial for HbA1c for those with poorer EF performance. Parental involvement in diabetes management remains important during the high-risk time of emerging adulthood, especially for those with poorer EF.

Attitude of Parents towards a Handicapped Family Member: A Review

Parents anticipate the birth of a healthy child, and characteristically, they look forward to their child's future achievement in school, success in a profession, marriage, and the birth of grandchildren. Thus, the birth of a handicapped child can have a devastating effect on parents. Even when parents later discover that their school-aged child is handicapped (e.g., diagnosed as having a learning disability or as being mentally retarded), parents may need to undergo stages of recognition wherein they achieve acceptance of the child and make an appropriate reassessment of their expectations. This paper attempts to review the various works done on the various aspects of parental involvement with the most important family member, that is, such off springs to explore the key areas of concern.

A New Framework for Understanding Parental Involvement: Setting the Stage for Academic Success

The Coleman Report posited that the inequality of educational opportunity appears to stem from the home itself and the cultural influences immediately surrounding the home. However, this line of inquiry assumes that school and home processes operate in isolation, which is often not the case. An example of how families and schools can reinforce one another is through parental involvement. Whereas some studies suggest that children have better achievement outcomes when their parents are involved in their education, other studies challenge the link between parental involvement and academic outcomes. One major reason for this lack of consensus among scholars is that parents’ involvement has been measured differently across studies. Thus, scholars’ disagreements about how parents should be involved and about which aspects of parental involvement are associated with improvements in children’s academic outcomes have contributed to inconsistent findings. We argue that the mixed results observed in previous studies indicate that parental involvement does not operate through the typical channels posited by researchers, educators, and policymakers and that traditional measures of parental involvement fail to capture the fundamental ways in which parents help their children academically. We propose a framework of parental involvement that might provide some clarity on how parental involvement operates.

Examining a Self-Report Measure of Parent–Teacher Cocaring Relationships and Associations With Parental Involvement

ABSTRACTBy adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children’s development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12–36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents’ perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents’ perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement.

The Impact of Evidence-Based Parent Education in Organized Youth Sport: A Pilot Study

Although existing literature in organized youth sport illuminates developmentally appropriate parent involvement behaviors, practitioners have yet to effectively disseminate evidence-based tools and strategies to parents. The purpose of the present pilot study was to design, implement, and assess an evidence-based education program for parents in organized youth sport. Thirty-nine fathers and 42 mothers from 7 youth soccer teams were assigned to full, partial, or nonimplementation conditions. Parents and their sport-participating children (41 boys, 40 girls) were administered surveys at pre- and postseason. Data reveal a positive impact of the implementation on aspects of parent involvement, the parent–child relationship, and salient child outcomes.

Parental involvement, children's aspirations, and achievement in new immigrant families

ABSTRACTThe authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.

Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy

This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects (reading, English and mathematics). We conducted structural equation modelling analysis with the responses of 6,334 students from the Korean Education Longitudinal Survey. Our results were that first, academic self-efficacy partially mediated the relation between parental involvement and academic achievement. Specifically, domain-specific self-efficacy mediated the relations between parental involvement and academic achievement across three academic subjects (reading, English and mathematics), but these relations varied across subjects. Second, among multidimensions of parental involvement, parental participation and parental supervision had significant effects on adolescent academic achievement compared to parental expectation. This indicates that higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which in turn, improved their academic achievement.

Parents and their children's school lives--commentary on the special issue, 'Parents' role in children's school lives'.

Although it is teachers who play the key role in supporting children’s learning and theiracademicdevelopmentatschool,parentstoocanbeinvolvedintheirchildren’sacademiclives in many different ways. As the vast majority of parents consider academicachievement and adjustment to be important for their children’s future, parents oftenmake an effort to support their children’s learning, such as helping them with theirhomework. Many kinds of parental involvement have been described in the literature,although not all of them have been shown to be effective in promoting children’sacademic development (Chen & Stevenson, 1989; Cooper, Lindsay, & Nye, 2000; Fan CLevinet al.,1997;Patall,Cooper,RPomerantz,Moorman,LSilinskas,Niemi,Lerkkanen,NSilinskaset al.,2012).Inthisspecial issue, a number of scholars present their empirical findings on various aspects ofparental involvement, such as parental self-efficacy (Junttila & Vauras), socio-emotionalsupportandinstructionalbehaviours(Pino-Pasternak),parentalpragmaticandsocio-emo-tional support (Zhu, Tse, Cheung & Oyserman), parental involvement in children’shomework (i.e., autonomy support, control, interference, and cognitive engagement),parental goals and perceptions of children’s academic efficacy (Gonida & Cortina), andparents’ emotional support (Bouffard, Cote & Vezeau).The articles in this special issue also focus on many cognitive and motivationaloutcomes among children, such as agency beliefs; achievement goals (mastery- vs.performance-oriented tendencies; Gonida & Cortina; Pino-Pasternak); school-relatedsocial competence (Junttila & Vauras); possible selves, strategies, and the subjectivelikelihood of attaining these possible selves (Zhu et al.); self-evaluation bias andperceptionoftheavailabilityofparentalemotionalsupport(Bouffardet al.);andacademicself-efficacy (Gonida & Cortina). Several articles also examine the extent to which thesecognitive and motivational factors mediate the impact of parental involvement onchildren’s academic functioning (Bouffard et al.) and achievement (Gonida & Cortina).Theoretical assumptionsSeveral theories can be applied to explain the findings presented in the articles in thisspecial issue. Without exception, all the authors assume that it is parents who influence

A survey of parental involvement in middle schools in New Zealand

This article reports the results of a survey of parental involvement (PI) policy and practice in middle schools in a large New Zealand city. Principals at all 11 middle schools in the city were contacted and agreed to be interviewed. Interviews were conducted using a schedule that focuses on 11 aspects of PI: encouraging parents into school, policy formation, acting as a resource, collaborating with teachers, sharing information on children, channels of communication, liaison with school staff, parent education, parent support, involving diverse parents, and teacher professional development. Analysis of data from the interviews indicates that there are some common strengths and weaknesses with regard to PI in middle schools. There were also important differences between schools in the types of PI they engaged in as well as some clear gaps in provision. Implications for improving the practice of PI in middle schools and for further research are discussed.

Collaboration and communication as effective strategies for parent involvement in public schools

In South African educational literature and educational research, the influence of the home and family environment on school achievement has not received the attention it deserves. The study under review shows that parents who play an active role in the homework and study programmes of their children contribute to their good performance in schools. Although the South African Schools Act creates expectations for parents to be active partners in school governance, our research shows that they are not all participating meaningfully in their children’s education. This is evident in the low attendance at many parents’ meetings, their lack of involvement in fundraising projects and the lack of interest shown by many in their children’s schoolwork and homework. This article examines two factors, namely collaboration and communication, as effective strategies for active parental involvement in schools. A quantitative research was used to determine the perceptions of teachers regarding aspects of parental involvement in school governance that were considered essential. The findings revealed, amongst others, that collaboration and communication determined the parents’ commitment to the education of their children and the role they play in school governance. The research affirms the view that input from the parent community was crucial in both co-curricular and extra-curricular programmes of the school. Key words: Collaboration, communication, parent involvement, cooperative governance, school governance.

Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents

Using the 1992 NELS data set, this study assessed the effects of three aspects of parental involvement and family structure on the academic achievement of those children. The results indicate that family structure and two of the three aspects of parental involvement were associated with higher adolescent academic achievement, when gender, race, and socioeconomic status are controlled for. Family structure was the single greatest predictor of academic achievement. The extent to which parents discussed school issues and attended school functions also had a positive impact on adolescent academic achievement. Whether a parent checked on a child's homework and checked on his or her friends did not have a positive impact, and sometimes had a negative effect, on academic achievement. The significance of these results is discussed. To the extent that parental family structure is, in itself, partially a measure of parental involvement, the relative influence of family structure and other measures of parental involvement on children's academic achievement is discussed.

Can Parents Control Who Teaches Their Children?

This case examines a number of key issues pertaining to teacher quality and parental involvement in schools, particularly schools that serve culturally distinct areas. It explores the support given to beginning teachers by administrators, colleagues and community, and the role of teacher evaluation. It also considers the perception of teacher demeanor within a community, the public ideal of what a teacher should represent and embody. This case can be used to examine positive and negative aspects of parental involvement in schools, the correlation between teacher quality and student learning and beginning teacher support.

A Meta-Analysis

A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.