Degree Of Parental Involvement Research Articles

Evaluating the Long-Term Effects of Parental Involvement in Child’s Education

This study investigates the long-term effects of parental involvement in a child’s education, utilizing a mixed-methods approach that combines quantitative and qualitative data collection and analysis. The study employs co-relational analysis to explore the potential association between the degree of parental involvement throughout childhood and subsequent educational attainment, career choices, and self-reported life satisfaction in adulthood. The research utilizes a sample of 200 individuals aged 25-60, with varying levels of parental involvement reported through retrospective self-reports and parent-teacher communication records from their school files, obtained with informed consent.

After-School Activities of Japanese Elementary School Children: Comparison of Children Who Attend Lessons and Cram Schools With Those Who Do Not.

This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities.

A systematic literature review on levels and effects of parental involvement in children’s learning

<span lang="EN-US">The objective of this systematic literature review is to analyze the literature on parental participation in their children’s education in primary schools in Malaysia. This review procedure entails searching, screening, evaluating, and synthesizing publications on parental engagement from several electronic databases, including Scopus, Taylor & Francis, ERIC, Google Scholar, MyCite, and Research Gate. The publications included in the analysis were published within the last 10 years (2012–2021). The findings of the analysis reveal that the degree of parental involvement in their children’s education is high in most studies. Furthermore, there are several effects of parental involvement in their children’s education, with a positive effect being the most common. Some challenges faced by parents are also reported, including factors related to parents, children, teachers, and schools. This review suggests that the relationships between parents, teachers, and children could be better organized to maximize the impact of educational opportunities on children. Additionally, more empirically-based studies are needed to enhance our understanding of the effects of parental involvement on children’s learning.</span>

Стили поведения родителей в процессе использования Интернета учениками начальной школы

Introduction. Due to the progressive increase in the use of the Internet by children at home, the participation of their parents in this process is important. Theoretical analysis. This article presents the materials of domestic and foreign researchers on the interaction of parents and children in the process of using the Internet by primary school students. The term “parental behavior style” is being formed, which includes two main aspects: the degree of parental involvement in the process itself (“parental warmth”) and the degree of their control. Parental involvement is characterized by a contribution to communication with their children and their level of support, while parental control is reflected in the level of leadership, termination of certain Internet-related activities and / or setting rules. Based on this, it is possible to form 4 basic styles of parenting behavior: authoritative, authoritarian, permissive and laissez-faire. Empirical analysis. A study was conducted to determine the degree of parents' involvement in the process of using the Internet by primary school children, as well as possible types of parental control in the online space, followed by determining the prevailing style of parental behavior. Conclusion. The analysis of the results of this study should have a number of theoretical foundations and practical applications to determine the status of Internet education, its role and prevalence in the modern world.

Gender Differences in Decision-Making During Adolescence: A Comparison of Jewish and Druze Societies

The principal aim of the study was to compare gender differences in the level of autonomy, parental and peer involvement in the decision-making processes of Jewish and Druze adolescents. The method that was chosen to conduct the study was the qualitative research method and to measure the variables in the current study, a questionnaire containing 30 items was developed. The research population includes 243 participants aged 15–18. 
 
 The findings partially confirmed the research hypotheses. The study showed four main findings. First, the study showed that no gender differences are apparent between Jewish and Druze adolescents in the overall degree of autonomy or in parents’ and peers’ involvement in their decision making. Second, the study revealed that in both groups of adolescents, boys have more autonomy in making decisions relative to girls. The third finding showed that among both male adolescent groups, friends are more involved in their decisions relative to among both female grops. The final finding showed that there is bigger gap in the Druze culture between boys and girls regarding the degree of parental involvement than in the Jewish culture. 

Los efectos del involucramiento parental sobre el desempeño académico de estudiantes en un grupo de escuelas particulares de Puerto Príncipe, Haití

La relación entre la participación de los padres en la vida escolar de sus hijos y el rendimiento académico ha sido objeto de muchos estudios. Sin embargo, muy pocos han investigado esa relación en las escuelas de Puerto Príncipe, Haití. Esta investigación de tipo cuantitativo, descriptivo y correlacional tuvo como objetivo identificar la relación entre el grado de involucramiento parental y el rendimiento académico de 128 estudiantes del noveno año de un grupo de escuelas particulares de Puerto Príncipe durante el año académico 2016-2017. Los resultados del estudio muestran que la mayoría de las dimensiones de la participación de los padres, formuladas por Epstein, son predictoras del rendimiento académico de los estudiantes. También se encontró que el aprendizaje en el hogar es el mejor indicador del rendimiento académico entre los participantes y que el rendimiento académico más alto de los estudiantes se observó en el curso de Criollo, seguido de Ciencias sociales y de Francés. La correlación positiva más fuerte con el involucramiento parental se observó en las Ciencias Sociales. Se concluye que la participación de los padres en la vida escolar es un predictor del rendimiento académico.

Emotional intelligence, social emotions, parental involvement in the emotional life of senior preschoolers: development and interrelation

The article analyzes the category of emotional intelligence and gives grounds for its significance in the social situation of the development of preschoolers. Various approaches to the analysis of the issue of emotional intelligence of a person are presented, the characteristics of its formation in preschool age are shown. Partial programs on the development of the emotional sphere and emotional intelligence of preschoolers are briefly reviewed. Empirically it has been proved that there is an interrelation between the degree of differentiation of social emotions of children with the level of emotional intelligence of preschoolers, as well as an interrelation between the indicators of emotional intelligence of senior preschoolers and the degree of parental involvement in the emotional life of their children. The necessity of organizing work on the development of emotional intelligence of senior preschoolers is substantiated, provided that the children’s parents are included as participants of educational relations.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement

This study examined how school leadership, parental involvement, disciplinary climate can collectively impact students' perceptions on reading and student achievement. The sample was obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school leadership practices, the greater the degree of parental involvement and disciplinary climate, thus higher levels of students' perceptions on reading and better student achievement. The results indicated the school leadership did have an indirect positive influence on student outcomes (students' perception on reading, and student achievement.

Understanding Adolescent⁻Parent Interpersonal Relationships in Youth Sports: A Mixed-Methods Study.

The purpose of this study was to examine the relationship between participation in youth sport and adolescent–parent attachment. A mixed-method explanatory sequential study design was applied. In the first phase, 648 adolescent athletes and non-athletes completed the Inventory of Parent and Peer Attachment–Revised (IPPA–R). In the second phase, 15 adolescent athletes took part in semi-structured interviews. In the first, quantitative phase, three factors were predictors of adolescents’ attachment to parents and peers: trust, communication, and alienation. In the qualitative follow-up, three themes emerged: adolescents’ attachment to the sport; adolescent–parent attachment; adolescents’ thoughts about parents. The analysis of the adolescent–parent interpersonal relationship revealed that athlete adolescents’ relations and attachment to parents compared to non-athlete adolescents are more intensively expressed in all scales: trust, communication and alienation. Interviews with adolescent athletes revealed that parent–adolescent interpersonal relationship and attachment to parents is more important at the early period of sporting life, and becomes less appreciable or unwelcome when children gain sporting experience. The study indicated that the form and degree of parental involvement in children’s sporting activities impacts the effectiveness of parent–athlete interpersonal relationships. The degree and the form of parental involvement in children’s sports chosen by the parents are not always appropriate and encouraging, and they are not always supportive of adolescents’ opinions.

Family-School Communication: The Key Features at the Current Stage

A number of foreign studies in family-school relationships have shown that effective parent-school interaction is a crucial factor of parental school involvement, which, in its turn, has a positive impact on the whole schooling process. In Russia, there is little empirical data on the communication between parents and schools. The article describes the findings of an exploratory research that involved school administrators and parents of students at different levels of school education ( elementary, middle and high school) in a megalopolis of the Central Federal District. Interviews with parents and school representatives as well as parent questionnaire results are used to describe the most popular ways in which parents interact with schools, the main problems they encounter in such interaction, and the degree of parental involvement in school life. Direct contact with teachers is found to be the most efficient channel of parent–school communication. Parents see the main communication problems in disagreement about instruction and education issues and in the disengagement of schools or individual teachers. These problems become more acute in middle and high school. On the whole, the existing level of parental involvement in school is measured as low in this study.

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of “Steps for life”, an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 - 6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during 2009-2010. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions’ identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students’ behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups’ educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve children’s social and emotional skills. Therefore, it is important for schools and communities to identify and effectively implement evidence-based interventions.

What is the Status of Omani Parents on their Children’s Healthy Lifestyle?

The purpose of this study was to document the significance of the practices employed by parents that contribute to children’s healthy lifestyle in Oman. Those practices encompassed the physical activity and inactivity, sedentary behaviour, nutritional knowledge, and its reflection on their children at early childhood class. Subjects consisted of 237 male and female parents of kindergarten children in the Sultanate of Oman. The researchers developed a twenty-three and a twenty-item questionnaire intended to measure the degree of parent involvement in their children's impact at acceptable levels of validity and reliability. (Amazingly, it was found that parents’ healthy lifestyle were low in their habit practices (low in engagement to physical activity, sports and daily life activity) which showed a trend of sedentary lifestyle. Meanwhile, they did not encourage their children to participate in physical activity nor control them from staying away from being in front of TV screen and video games, too. In addition, their nutritional knowledge also scored low which affected their children’s health negatively. It is, therefore, suggested that lifestyle concept should be inculcated in the learning process for children, and further analysis be made as to what extent the demographic category may influence parents’ involvement towards their children’s healthy lifestyle.

Informing design of an app-based coaching intervention to promote social participation of teenagers with traumatic brain injury

ABSTRACTObjective: To examine perspectives of multiple stakeholders to inform the design of an app-based coaching intervention to promote social participation in teenagers with traumatic brain injury (TBI).Methods: Teenagers and college students with and without TBI and parents of teenagers with TBI were recruited from two children’s hospitals and two universities in the USA (n = 39). Data were collected via interviews, focus groups, and surveys and examined using descriptive statistics and content analyses. Results: Teenagers with TBI reported more social participation barriers and fewer strategies for addressing these barriers than teenagers without TBI. There was consensus across groups about the value of college student coaches and use of smartphones and apps. Participants expressed mixed views on the use of chat rooms and degree of parent involvement. Conclusion: Results provided insights about the possible benefits of the intervention, and informed its initial design (e.g., desired coach qualities, and type of coach training and supervision).

Measuring Transition Readiness: A Correlational Study of Perceptions of Parent and Adolescents and Young Adults with Sickle Cell Disease

Adolescents and young adults (AYAs) often transfer from pediatric to adult care without adequate preparation, resulting in increased morbidity and mortality. The purpose of this descriptive research study of parent/AYA dyads was to measure perceptions of transition readiness. Factors that were found to be associated with perceptions of increased readiness to transition included AYA age, the amount of responsibility AYAs assume for their healthcare and the degree of parent involvement. More attention should be focused on these aspects of care to improve transition from pediatric to adult care for AYAs with sickle cell disease.

Parental Judgments of Early Childhood Intervention Personnel Practices

Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children’s primary service providers. Parents were asked to make judgments of the confidence and competence of the practitioners in six practice areas (family-centered practices, teaming and collaboration, child assessments and evaluations, instructional practices, Individualized Family Service Plans [IFSPs] or Individualized Education Programs [IEPs], and natural environments and inclusion practices). Results indicated that the parents rated the practitioners as more confident than competent when using practices, and that the degree of parent involvement in early intervention or preschool special education was related to variations in parents’ perceived judgments. Implications for evaluating early childhood intervention service quality from a consumer science perspective are described.

Relational enmeshment of entangled minds!

Byline: Sravanti. Sanivarapu [INLINE:1] Bonds of enmeshed relationships know no boundaries and it is not an easy task to untangle them. Self-identity is poorly formed and it is the relationship that defines the individual caught up in parental needs. limits are so porous that feelings and thoughts are imbibed almost naturally. It can even get toxic, which is determined by the degree of parental involvement and level of control over individual's life. Insight into its dynamics is poor. Intertwined and engulfed in the emotional ties, the person is lost in an arbitrary world of pseudo-feelings, loses sight of others and eventually loses himself. In the painting, the arcs in different colors represent various emotions and ideas that are shared, the fragile mesh represented in black separates this unique bond from the outside world and the background in peach is individual's space that is hardly visible. It surely makes one ponder if these minds ever try to break free to enjoy autonomy and freedom of thought and expression or are they just living a personal myth? - Art by Dr Sravanti Sanivarapu

Role of Omani parents: fostering emergent literacy skills

The purpose of this study is to document the significance of four practices employed by parents that contribute to such development. Those practices encompassed the availability of materials, activities at home, parent attitude and visits to their child's class. Subjects consisted of 314 male and female parents of kindergarten children in the Sultanate of Oman. The researchers developed a 25-item questionnaire intended to measure the degree of parent involvement in their children's development at acceptable levels of validity and reliability. Results indicated that the role of parents ranged from medium to high on all practice domains of the tool. There were no significant differences for parents reading and writing practices, education levels, income levels, gender of children and siblings order. It is suggested that additional investigation in rural areas and other locales districts with different socially and economical levels should be conducted. In addition, the role of technology at homes and kindergartens such as child's learning style, parent's knowledge of child development and the availability of related outside resources available to families should be considered.

Context matters in programme implementation

PurposeThis paper seeks to report on the evaluation of Zippy's Friends, an international emotional wellbeing programme, for primary school children in disadvantaged schools in Ireland. The paper aims to present case studies of the profile and ethos of two specific schools participating in the programme, their links with the local community, the degree of parental involvement and the factors that influence programme implementation in the local context.Design/methodology/approachWithin the framework of the overall evaluation study, which employs a randomised controlled design, two schools self‐selected to participate in case studies. Employing interviews and group discussions, the case study method was used to explore the views of teachers, pupils, parents and key informants from the wider community on the delivery of the programme within the context of a whole school approach.FindingsThe findings from two contrasting schools are presented, a large urban school with a multi‐cultural profile in an area of multiple disadvantage, and a smaller, almost monocultural, rural school on the border region with Northern Ireland. The findings reveal largely positive attitudes on the benefits of the programme and support for a whole school approach. The data indicate contrasting levels of parental involvement in the two schools and highlight the importance of socio‐ economic and cultural influences in the local communities and the challenges these present for effective implementation.Research limitations/implicationsThe paper explores the specific contextual factors in two schools and may, therefore, lack generalisability. However, this effort to focus on the specific local context is useful within the framework of the overall randomised control trial evaluation study.Practical implicationsThe reality of implementing an emotional wellbeing programme in disadvantaged school settings and effectively engaging teachers, parents and the wider community, is explored through the use of case study methods.Originality/valueThe paper explores the real‐life context of two schools participating in the Zippy's Friends programme and provides an insight into the contextual factors impacting on programme implementation in disadvantaged school settings.

Identity Development and School Climate: The Role of the School Counselor

The authors examined aspects of school climate pertaining to issues of diversity at 2 elementary schools, conducting focus groups with students, school personnel, and parents. Findings indicated that degree of parental involvement and interaction regarding issues of diversity affect the school climate. Recommendations for school counselors are presented.

Does school environment affect 11-year-olds' fruit and vegetable intake in Denmark?

It is often found that adolescents eat too little fruit and vegetables. We examined the importance of school for 11-year-olds' daily intake measured by food frequency- and 24-h recall questionnaires in Danish data from the European 2003 Pro Children Survey. Multilevel logistic regression analyses included matched student–parent-school questionnaire data ( N = 1410) from a random sample of 59 schools and were conducted for fruit and vegetables separately: 1) without explanatory variables, to decompose the between-school and within-school variance; 2) with individual level covariates (socioeconomic position, parental intake, etc.) to examine if the between-school variance was attributable to different student compositions of schools; and 3) with individual- and school-level covariates (school availability of fruit/vegetables and unhealthy food) to examine the effect of context. Additional analyses stratified by gender and home availability of fruit/vegetables examined if school food availability influenced subgroups differently. Between-school variations were quantified by intra class correlations and median odds ratios. We found that 40% of the students ate ≥200 g fruit/day and 25% ate ≥130 g vegetables/day. Most of the total variance in students' intake occurred at the individual level (93–98%). There were larger between-school variations in vegetable intake than in fruit intake. Fruit and vegetable consumption clustered within schools to a larger degree for boys than girls. The between-school variance did not differ by home availability. Boys and students from high availability homes consumed more fruit and/or vegetables if enrolled in schools with access to fruit/vegetables and unhealthy food or contrarily with no food available versus schools with only fruit/vegetables available. The small school-level effects on 11-year-olds' fruit and vegetable intake imply that family level interventions may be more important and that the success of school interventions will rely on the degree of parental involvement.