Differences In Parental Involvement Research Articles

ACADEMIC PERFORMANCE AND PARENTAL INVOLVEMENT OF INDIGENOUSSECONDARY STAGE STUDENTSIN RI-BHOI DISTRICT OF MEGHALAYA

Parental participation is acknowledged as a significant aspect influencing students academic achievement. This research is an effort to ascertain the influence of parental involvement on the academic performance of Indigenous secondary stage students in Ri-Bhoi district of Meghalaya. A descriptive survey method was employed, involving 340 secondary stage students. Data was collected using the Parental Involvement Scale developed by Vijaya Laxmi Chaunhan and Gunjan Ganotra Arora (2022). The findings revealed an average level of academic performance among secondary stage students, with varying levels of parental involvement. Significant differences in academic performance were observed between males and females, urban and rural students, and those attending government and private schools. However, no significant difference in parental involvement is seen among secondary school students based on gender and school type, though a significant difference is noted based on location. Additionally, no significant correlation between the academic performance of secondary stage students and parental involvement is noticed concerning this group of participants.These findings highlight the need for a multifaceted approach to improve educational outcomes, addressing disparities in academic performance, enhancing parental involvement, and providing targeted support to students based on their unique needs and circumstances.

Being a right parent: a narrative review of the theory and practice of parental involvement in sport parenting.

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts.

Parental digital involvement in online learning: Addressing the digital divide, not redressing digital reproduction

AbstractIn the digital age, Information and Communications Technology (ICT) has enabled learning to happen everywhere, leading to a shift of schooling to the home field and strengthening parents' educational responsibilities. Meanwhile, it may also cause the digital divide and digital reproduction, thereby exacerbating educational inequality. Against this backdrop, this study focused on parental digital involvement in online learning and introduced an emerging concept, digital capital, to understand the differences in parental involvement across socio‐economic backgrounds at the three levels of the digital divide. Drawing from the analysis of 90 Chinese parents' self‐narrated data, this paper identified four types of parental digital involvement according to parents' digital competence and ICT acceptance, and the conversion processes of different forms of capital underlying parental digital involvement were also clarified. The findings from this study expanded the theoretical understanding of inherited cultural capital and social reproduction in online learning in the context of educational digitization.

Investigating the Involvement of Parents in Their Children’s Education at Primary School Level

The involvement of parents in their children’s education affects the quality of their learning. The purpose of this study was to investigate the involvement of parents in the education of primary school children. The quantitative descriptive research method was employed to conduct the study. The population of the study was 3,297 children studying at the primary school level and their parents. A proportionate stratified random sampling technique was used to select 348 students and their parents for data collection. The data were collected from children and their parents through a five-point scale. The research instrument consisted of six factors: parenting, communicating, decision-making, learning at home, volunteering, and collaboration with the community. The data were collected through personal visits by the researchers. Data were analyzed through mean, standard deviation, Kruskal Wallis, and Mann-Whitney U test. The research study concluded that primary school students and their parents hold the same perspective regarding parental involvement in their children's education. However, there was a significant difference in parental involvement in their children’s education, as the students reported, based on their demographic characteristics and the educational institutions they were attending. It is suggested to adapt the involvement of parents according to the needs of students of different age groups and grades by developing a strong and continuous connection between school and home.

The Influence of Age Gap between First-born and Second-born Child on First-born Academic Self-efficacy - The Mediating Role of Parent Involvement

With the introduction of the national policy to encourage childbearing, the proportion of families with multiple children has been increasing. It is meaningful to explore whether in multiple children families the age gap between kids affects the childrens academic behaviour. This study aims to explore whether the age gap between the eldest child and the second-born child has an impact on the academic self-efficacy of the eldest child, and if the parental involvement works as a mediating role in this process. A questionnaire survey was used to survey 627 students across the country. The results of the study are: Parental involvement was significantly correlated with academic self-efficacy, and there were significant gender differences in parental involvement, with boys' parents having more involvement. The age gap between the eldest child and the second child was negatively correlated with the academic self-efficacy of the eldest child, and the correlation was significant. Age gap influences the eldest childs academic self-efficacy through parental involvement, and the mediating effect accounts for 59.53% of the total effect.

Kinkeeping Across Families: The Central Role of Mothers and Stepmothers in the Facilitation of Adult Intergenerational Ties

A kinkeeper is the person within the household that is involved in the management of family relationships, a position traditionally fulfilled by women. Due to the increased complexity of family life, which resulted from the rise in divorce and remarriage, the kinkeeper role might nowadays be particularly important but also more ambiguous. First, we examined differences in parental involvement in kinkeeping (buying presents, organizing outings, relaying family news, and discussing problems) along the lines of gender, family structure, and biological relatedness. Second, we explored whether the kinkeeping of parents and their partners is effective in the facilitation of intergenerational closeness with adult children. We used the OKiN survey, which includes information on kinkeeping in N = 746 intact, N = 982 mother-stepfather, and N = 1,010 father-stepmother families. Findings indicated a central facilitative role for mothers and stepmothers. Substantial gaps were found between mothers and fathers, married and divorced parents, and biological and stepparents with respect to the (variety of) kinkeeping in which these parents were involved. Yet, the contrasts of biological relatedness and family structure were also found to be gendered, as these gaps were smaller for mothers than fathers. Finally, an association was found between adult closeness with biological parents and the kinkeeping of the spouse, regardless of the nature of the relationship between the spouse and adult child. This implies that a stepmother can be just as effective as a married biological mother in facilitating the ties between a father and his biological children.

A comparative study of academic anxiety among secondary school students in relation to the parental involvement

The present study aimed to examine the gender and locality differences in relation to academic anxiety and parental involvement of secondary school students. Furthermore, it explored the relationship between parental involvement and academic anxiety in the sample. This study was conducted on a sample of 600 randomly selected secondary school students aged 14 to 16 years studying in government schools in the state of Haryana. The AASC (Academic Anxiety Scale for Children, 2011) by Singh and Gupta and the PIS (Parental Involvement Scale, 2009) by Chauhan and Arora were used to measure academic anxiety and parental involvement, respectively. Results revealed that academic anxiety was significantly influenced by gender and locality. In addition, there was a significant difference in parental involvement based on gender and locality. Academic anxiety was found to have a significant positive correlation with parental involvement. The results can be used to improve educational programming that addresses academic anxiety of students by fostering a healthy relationship between the home and school through parental involvement in school activities and homework.

Parental Involvement and Academic Self-Concept: A Comparative Study of Government and Private Secondary School Children

This study examined the relationship between the parental involvement and academic self- concept of the private and government secondary school students. Thus, it was hypothesized that the parental involvement would be a significant predictor of academic self-concept of children, and also that there would be the differences in parental involvement and academic self-concept of the private and government school children. The sample was consisted of two hundred participants, among them hundred were students of government schools, and similarly hundred were the private school children of grades 6th to 8th. The parental involvement scale was given to the parents and academic self-concept was administered on the children; and they also reported the involvement of their mother or father in such the studies. The age range was 11 to 14 years for children and of parents was 35 to 45 years. The results of the study indicated as the positive relationship of parental involvement with academic self-concept of school students. The parental involvement found as a significant predictor of the academic self-concept of students. The parents of the private school children found more involved than the parents of government schoolchildren. The implications discussed in terms of increasing awareness among government schools to involve the parents more in the studies of their children for better learning outcomes.

Still Mother after All These Years: Infants Still Prefer Mothers over Fathers (If They Have the Choice)

Fathering and mothering have changed in many ways within the last decades. Earlier studies showed a clear hierarchy in infant attachment figures with a preference for mothers. This study examined whether infants in the 21st century still prefer mothers over fathers in their expression of attachment behaviors, whether differences in parental involvement still exist, and whether this will result in differences in attachment security to mother and father. A total of 50 German families with infants between 10 and 19 months were observed in an experimental setting and during home visits. Parents reported on their involvement. The results revealed a clear hierarchy with regard to the duration of attachment behaviors directed towards mothers, followed by fathers and strangers. Mothers reported to be more involved in child care on weekdays compared to fathers. Involvement was not associated with attachment variables. Attachment security to mother and father was positively related and did not differ significantly. Infants in the 21st century in a Western country still prefer mothers over fathers in their expression of attachment behaviors. Mothers were more involved in child care than fathers. However, these differences did not result in differences in attachment security to mother and father.

Measuring Parental Involvement in Dual-Earner Qatari Families

Parental involvement in dual-earner families is a subject that has been widely studied in the literature in Western contexts. Less attention, however, has been allocated to the challenges that dual-earner families encounter in raising children in Arab Gulf states. This paper study aims to address the following questions: To what extent are dual-earner families involved in their children’s lives? What are the gender differences in parental involvement? This paper employed the 2017 survey data of working Qatari males and females to measure their parental involvement and engagement in family time and childcare. The results highlighted parental factors, work characteristics and social supports as key factors determining the degree of parental involvement. The results also showed the gender differences in parental involvement scores, which comprise several factors, including work demands and time spent with children. Taken together, our findings provide insights allowing suggestions for mechanisms that could generate foundational parental welfare policies for dual-earner families in Qatar and the wider Arab Gulf Region as a whole. Further contributions to this research domain could include studies encompassing a wider scope of geographical locations within the Arab Gulf states using robust experimental investigations.

The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks

Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.

The Influence of Parental Characteristics on Parental Involvement in Programs for Students with Intellectual Disabilities

ABSTRACT Parental involvement is considered to be a key element in the success of programs for children with intellectual disabilities (ID). This study investigated parental involvement in school- and home-based activities within a sample of parents of students with ID. The effects of parents’ demographic characteristics on parental involvement were also investigated. The sample consisted of 208 parents of elementary school-aged children with ID in Riyadh, Saudi Arabia. All participants completed an online survey and were asked to rate their involvement in home- and school-based educational activities. The results of the web-based survey revealed a relatively low mean level of parental involvement within the sample. Additionally, the results revealed significant subgroup differences in parental involvement. Mothers were more involved than fathers, just as non-working parents were more involved than working parents. Significant differences were noted among income, education, and family-size subgroups; some of these differences varied between home- and school-based involvement scores. Implications and suggestions for further research are discussed.

Parental Academic Involvement in Cross-border marriage, Native and Immigrant Families: The Roles of Family Resources and Parental Expectations

Migration patterns have become more complicated than before. The increase in cross-border marriage has increased the diversity of the student population. A simple distinction between native and immigrant students overly simplifies their diverse backgrounds. Analyzing data from PISA 2012, we attempt to fill the gap in the literature by comparing parental involvement between cross-border marriage, native, and immigrant families in Hong Kong, with a special focus on the roles of family resources and parental expectations. Our findings show that cross-border marriage families are significantly different from and sit between native families and immigrant families in terms of family resources, parental expectations, and parental involvement. Family resources play a greater role than parental expectations in the differences in parental involvement between cross-border marriage families, native families, and migrant families. This suggests that the disadvantages of cross-border marriage and immigrant families in parental involvement largely stem from a lack of family resources.

Child and Adolescent Time Use and Socioeconomic Differences in Parental Involvement

Child and Adolescent Time Use and Socioeconomic Differences in Parental Involvement

Implementing Trauma Focused-Cognitive Behavioral Therapy for Youth under Probation: Lessons Learned

OBJECTIVE: The implementation of Trauma Focused Cognitive Behavioral Therapy (TF-CBT) for youth under probation is underresearched. Since a TF-CBT project implementation goal was not met, the author aimed to address the following questions: What were the unaddressed barriers to TF-CBT participation and completion? What factors could have significantly impacted TF-CBT completion? Were the positive outcomes of TF-CBT on the project's proposed measures confirmed? The author likewise aimed to capture the lessons from this project’s implementation.METHOD: Review of administrative documents focused on project set-up, flow of participation and TF-CBT completion to identify the barriers. Chart reviews included data for 54 out of 60 TF-CBT participants. Three TF-CBT youth groups were identified. TF-CBT with: no in vivo (C7, n = 12); four to six TF-CBT components, including trauma narration (C4-6, n = 13); and one to four components in phase I of TF-CBT (C1-4, n = 29). All statistical tests were set at p < .05. Groups were compared on demographics, pre-TF-CBT trauma and functioning, assessment and treatment services, justice involvement, and services satisfaction. Outcome measures were change scores on the UCLA Post Traumatic Stress Disorder Reaction Index, Youth Outcome Questionnaire and youth arrests.RESULTS: The unaddressed barriers could very well be due to youth’s low disclosure and development of trust and therapist’s skills. Significant between-groups difference in parental involvement (χ2 = 6.08, p < .05) and number of trauma events experienced (F = 3.58, p < .05); and significant decrease in overall trauma symptom scores before and after TF-CBT participation with a very large effect size in group C7 (t = 3.73, p < .001, d = 1.08) were found.LESSONS LEARNED: The therapists were possibly viewed by the youth as part of the police system (which justice involved youth likely do not trust). Future implementations must seriously consider: the need for sufficient training of therapists; waiving program eligibility requirements; the value of a coherent communications protocol, clinical quality review and management, early assessment of services satisfaction, and information on families of justice involved youth; and, tracking behaviors that are incompatible with those that warrant arrests.

Parental Involvement in Education Among Albanian Parents

Parents' involvement has a huge influence on children’s educational engagement during the elementary years, the study sought to examine the perceptions of Albanian parents of their involvement in their children's schooling at the Qemal Stafa School in Albania. The parental involvement construct examined in the study was conceptualized based on Epstein’s (1995) six categories of parental involvement comprising parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The data collected through the questionnaire were analyzed using descriptive statistics, Pearson correlation and ANOVA. The results showed a high level of parental involvement in the Albanian children’s learning development. The parents surveyed reported volunteering in many workshops that the school conducted. In addition, the results indicated that some parents maintained a good communication with teachers. The ANOVA results showed statistically significant differences in parental involvement by age, marital status, education level, Income Level. Variables such as communicating, and volunteering were identified as the most important components of parental involvement.

Racial Differences in Parental Involvement and Physical and Psychological Maltreatment: Processes Related to Regard for Parents

Research indicates that perceptions of and regard for parents are important in the parent–child relationship of emerging adults and associated with both emotional and social adjustment and development. We examined the relationship between current regard for parents, parental involvement, and conflict tactics during emerging adulthood among White and Black emerging adults. The sample consisted of 1,401 participants ranging from 18 to 25 years. Current perceptions of mothers and fathers and conflict tactics were measured separately via an online survey using the Parental Environment Questionnaire and the Conflict Tactics Scale: Parent–Child version. Blacks reported lower parental involvement than Whites. When examining perceptions of mothers, Blacks, compared with Whites, reported more maternal physical maltreatment. When examining perceptions of fathers, Blacks, compared with Whites, reported less regard for fathers but no differences with regard for mothers. Additionally, Blacks, compared with Whites, reported higher maternal psychological maltreatment.

Explaining the immigrant-native gap in parental involvement in Taiwan: the role of parents’ education and students’ prior achievement

This study examines whether parents’ education and students’ previous achievement affected parental involvement and whether they mediated differences in parental involvement between new immigrant and native parents in Taiwan. Two dimensions of parental involvement were measured: parent–child discussion and school-based involvement. The sample comprised 582 new immigrant parents and 8228 native parents whose children are fourth graders. This study analyzed two-wave data by using structural equation modeling. Results revealed that both parents’ education and students’ prior achievement significantly increased parent–child discussion, but did not affect school-based involvement. In mediation analyses, all three indirect effects on parent–child discussion appeared to be significant. The results indicate that the association between immigrant status and parent–child discussion is partially mediated by parents’ education rather than by students’ prior achievement. To narrow the immigrant-native gap in home discussion, results suggest that encouraging new immigrants to return to school, regardless of whether they obtain a degree, may be a promising approach.

Effects of Family Structure on the Academic Performance of Children: A Case Study of Ayeduase R/C Junior High School in the Kumasi Metropolis, Ghana

In today’s competitive global setting, pupil’s performance is an important element of the school’s achievement. Pupil’s performance can significantly be affected by range of variables. Researches depict family structure as a salient variable. This study looked at the family structure of Junior High School pupils in Ayeduase Sub-Metro of Kumasi and their academic performance. The objectives were to assess the difference in relationship between the academic performance of children from single-parent families and two parent families and also to determine the difference in parental involvement in children’s academic performance. The research utilized a case study of 80 J.H.S. students in Ayeduase Sub-Metro, Kumasi between the ages of 12–18 years who were sampled by using stratified sampling technique. The sample consisted of all J.H.S 1, J.H.S 2 and J.H.S 3 students in order to maintain reliability. Chi-square test of independence was used in testing the first research hypothesis which was to determine the relationship between children in single-parent families and two parent families (family structure) and the dependent variable (academic performance). The result of the study indicated that, there was no significant difference in relationship between children from single-parent and two parent families (family structure) as independent variable and academic performance of pupils (p=0.791) as the dependent variable. The finding of this study provided evidence that family structure indicated no significant effects on academic performance of children. The study recommends that further studies should be carried out to include other family factors. Chi-square test of independence was used in testing the second hypothesis which was to determine the difference in parental involvement in children’s academic performance. The result of the study also indicated that, there was a significant difference in parental involvement in children’s academic performance (p=0.223).

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Parental involvement is especially urgent for youngsters in disadvantaged situations because it can mediate negative consequences of growing up poor. Via a randomized controlled trial 120 students (grade 6 and 7) attending three primary schools in a deprived neighbourhood (Pendrecht) were either assigned to a group receiving ‘High Dosage Tutoring’ (HDT) or to a control group. In pairs, for four hours per week, members of the treatment group received a year of personalized math-instruction during regular school hours from a tutor communicating every week with their parents. In this mixed- method cross-sectional study, surveys with parents (n = 84), home-interviews with parents of tutor-children (n = 7), a focus-group with tutors (n = 7) and an analysis of their contact-registration (203 notes) were conducted to research influences of HDT on parental involvement in the school and home environment. The sociological work of Lareau (2003) and Bourdieu (1984) implies that little should be expected from such an intervention. Indeed, we didn’t find quantitative differences in parental involvement between tutor and non-tutor parents. However, the qualitative data suggest that via different possible mechanisms HDT had positive effects on parental involvement at home. This article sheds light on the broader discussion about how school systems contribute to the reproduction of inequalities and how these inequalities can be mitigated.