Dimensions Of Parental Involvement Research Articles

Relationship between parental involvement and children’s positive mental character during early years: the moderating role of parent-teacher relationship and teacher-parent relationship

IntroductionTo explore the association between parental involvement and children’s positive mental character, and examine the moderating effect of the relationship between teachers and parents.MethodsThe present study conducted latent moderated structural equation model among 167 Chinese preschool teachers and 1019 preschool children and their parents. Parents reported children’s positive mental character and perceived relationships with their children’s teachers while teachers reported their perceived relationships with each child’s parents.ResultsThe results indicated that (1) three dimensions of parental involvement (home-based involvement, school-based involvement and home-school conferencing) were positively related to children’s positive mental character; (2) teacher-perceived teacher-parent relationship moderated the association between home-based involvement and children’s positive mental character; (3) the effects of school-based involvement * parent-teacher relationship and home-school conferencing * parent-teacher relationship on children’s positive mental character were significant.DiscussionThis study provided the implications for promoting the development of positive mental character among Chinese preschool children.

Parental Involvement Status in the Education of Children with Disabilities: The Case of Tabor Primary School, Debre Tabor, Ethiopia

Using Epstein’s theoretical framework, this study examined parental involvement status in the education of children with disabilities at Tabor Primary School in Debre Tabor Town, Ethiopia. A qualitative case study design was utilized, involving six participants. Through purposive sampling, six participants were chosen from the school for in-depth interviews. Thematic analysis was used to analyze data from interviews focusing on six dimensions of parental involvement: parenting, communication, learning at home, volunteering, decision-making, and collaborative partnership. Results indicated that parents of children with disabilities are relatively more engaged in parenting activities to support children's education. However, their communication with teachers and school principals was limited. While some parents provided learning support at home, many were unable to do so. Moreover, parents had little direct participation in the decisions that were made about their children's education, even if they may have had some indirect influence through their involvement in parent-student-teacher associations. Lastly, parents were not actively involved in volunteering and collaborating activities to help children's education. Generally, the research revealed that parents of children with disabilities had limited involvement in their child's education. This limited involvement may hinder the education and development of children with disabilities. Therefore, government bodies and others need to provide training to help parents actively play and discharge their diverse roles in the education of their children.

Psychological stress, parental involvement and parental views of school success for children during the COVID-19: a moderated model

ABSTRACT This study focuses on the relationships among parental psychological stress, parental views of school success, and parental involvement during the COVID-19 pandemic and after the introduction of the double reduction policy. The results of a related questionnaire survey of 459 parents showed that two dimensions of parental views of school success – parental views of academic success and parental views of social success – significantly influenced four dimensions of parental involvement: involvement in school activities, monitoring, interest development, and helping with homework (except for anxiety and over-protection). In addition, the positive effect of parental views of academic success on anxiety and over-protection and monitoring was more pronounced when moderated by psychological stress, and parental views of social success positively influenced involvement in school activities only when psychological stress was low. This study can help increase students’, parents’, and schools’ understanding of parental involvement during the pandemic and the relationship between parental views of school success and parental involvement. It provides detailed recommendations for parents, schools, and the government on improving parental involvement since the beginning of the pandemic. The study’s significance, limitations, and implications are also discussed.

A Multidimensional–Multilevel Approach to Literacy-Related Parental Involvement and Its Effects on Preschool Children’s Literacy Competences: A Sociopedagogical Perspective

From a sociopedagogical perspective, literacy development in preschool is conceptualized as a social phenomenon. Sociopedagogical models emphasize the connection between family and school processes to foster children’s literacy competences and parental involvement. Although contemporary models regarding parental involvement reflect its multidimensional and multilevel nature, research focusing on early literacy mainly addresses certain parenting practices, especially at home, and their association with a few literacy skills. Based on Bronfenbrenner’s bioecosystemic theory, Epstein’s model of overlapping spheres of influence and the typology of parental involvement as well as Rohde’s Comprehensive Emergent Literacy Model, the present study investigates how different dimensions and components of parental involvement interact to affect young children’s literacy competences. We investigate the complex relationships among all dimensions of parental involvement and their association with children’s literacy outcomes. Additionally, we explore the role of several contextual factors (children’s age, parental education, urbanity, number of children’s books) in these associations. Parents of 214 typically developing children aged 4–6 years filled in four parent-report scales developed and validated for measuring the different dimensions of parental involvement and children’s literacy competences. Results illustrate how multilevel parental practices mediate the effect of literacy-related parental perceptions and family–school relationships on children’s literacy competences. Among the contextual factors, only maternal education was found to have a robust, albeit indirect, effect on literacy outcomes. Implications about the school’s role and strategic planning in promoting literacy-focused parental involvement are discussed.

Towards a Stakeholder-Based Map on Parental Participation in Genoese School Life

The aim of this article is to examine the partnership among home, school and community from a micro-sociological point of view deepening the concept of parental involvement in school life from the stakeholder standpoint. Qualitative approach has been adopted. Secondary-source data have been collected on the institutional background and the field research included interviews on a selected non probabilistic sample composed by parents, teachers, experts, school heads, decision-makers and members of parental associations from the Genoese community. In addition to interviews, participant observation of formal and non formal meetings between parents and teachers and principals has been undertaken in some primary and middle schools of Genoa. The main findings are presented in the form of descriptive analysis, illustrating the perceptions of several stakeholders interviewed. Although they are not representative of the whole population, they proved to be helpful to map the dimensions of parental involvement in school life.

Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics

Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.

Parents’ Levels of Involvement and Role Construction in Children’s Reading at Home

Using a descriptive research methodology, this study determined parents’ levels of involvement and role construction regarding involvement in children’s reading at home. This study surveyed 379 parents of Grade 4 pupils from the Schools Division of Ilocos Norte for school year 2019-2020. The Assessment Tool on Parents’ Levels of Involvement in Children’s Reading at Home and Levels of Role Construction Regarding Involvement in Children’s Reading at Home was used to gather data. Mean was used to describe their responses to the survey-questionnaire with respect to modeling, cognitive and behavioral dimensions of parental involvement; and their levels of role construction regarding involvement in children’s reading at home. Majority of the parents had low levels of involvement in the modeling, cognitive, and behavioral dimensions; their level of role construction was high.

Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy.

This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student’s mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student’s mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students’ mathematics achievement through their children’s mental health and mathematics self-efficacy.

Multidimensional profiles of parent involvement: Antecedents and impact on student engagement.

Parent involvement in school is a consistent predictor of educational success. However, research has been inconsistent in addressing how parent involvement ought to be defined and measured, which has led to varied findings across schools and educational systems. Attending to the multidimensionality of the construct, this study adopted a person-centred approach to identify subpopulations of school-based parent involvement. Subsequently, profile differences were investigated in relation to student engagement and three antecedent variables (gender, socio-economic status, and authoritative parenting). Data were obtained from primary (10-year old; N = 4,284) and secondary (14-year old; N = 3,346) school students in Singapore. Latent profile analysis was conducted on student-rated surveys of multiple parent involvement behaviours in school and their perceptions. Subsequently, the manual BCH method was employed to concurrently model covariates and outcomes on the latent profile model. Pairwise comparisons between profiles were examined for statistical significance. Consistent across both cohorts, four distinct profiles emerged that revealed high, moderate, selective, and low parent involvement patterns. High parent involvement reflected high ratings across multiple activities, combined with positive perceptions of parental involvement. These profiles differed significantly in terms of their antecedent characteristics, particularly, authoritative parenting, and in relation to their impact on student engagement. Results from this study clarify relations between multi-faceted dimensions of parent involvement in school. Additionally, there is a case for continued school-family partnerships among secondary students as students remain academically engaged when parents are involved in school and students relate positively to their involvement.

Parent’s Involvement in the Education of their Children with Disabilities in Primary Schools of Bahir Dar City, Ethiopia: Voices of Parents

The purpose of this study was to examine the extent of parents’ involvement in the education of children with disabilities and the role of parent’s socio-economic factors in their involvement in primary schools of Bahir Dar city. Qualitative research was carried out in the present study using the descriptive survey design to answer the research question. Data were collected using a questionnaire designed to measure six dimensions of parents’ involvement in education (parenting, communicating, learning at home, volunteering, decision making, and collaborating with the community) from 143 parents selected by means of a simple random sampling technique. Five primary schools were sampled for the present study. The data obtained were analyzed using both descriptive and inferential statistics such as one–way MANOVA. The results indicated that involvement in ‘parenting’ is more prevalent than among dimensions of parental involvement in education. Parents revealed a below-expected level of involvement in communicating, learning at home, volunteering.

Goal Setting Among Adolescents in Relation to Parental Involvement

Goal setting is an incredible strategy or instrument for assisting understudies with giving a strong establishment to upgrading their presentation. By understanding what he/she needs to accomplish throughout everyday life, understudies/youths may know where they need to think and what is to improve. On the off chance that teenagers/understudies can set very much characterized objectives, they can gauge and invest wholeheartedly in the accomplishment of those objectives. The main undertaking before an educator or instructor or parent is to help the understudies in defining transient objectives and long haul objectives. Objective setting gives self-assurance and inspiration to the understudy which is a fundamental key to improve or raise execution. Goal setting is a psychological cycle that includes setting up of explicit destinations, estimations and methodology to accomplish the objective, which likewise remembers the technique alteration for terms of the input or blunder made. The main objective of the study was to examine goal setting among adolescents in relation to parental involvement. To accomplish the objective, Goal Setting Scale developed by the investigator and Parental Involvement Scale by Dr. Sangeeta Tramma, 1998 were adopted. Matrials and metods: The descriptive survey method was employed for the present investigation. The sample consists of 464 adolescents studied in CBSE affiliated schools of Ludhiana district of Punjab. Data has been collected from students of 9th and 10th class whose parents are graduates or undergraduates. The sample was further categorized into male and female students. Sample has been drawn by employing simple random sampling technique, Stratified random sampling technique, purposive sampling technique and systematic random sampling technique. Results: Findings of the study reveal significant relationship between goal setting among adolescents and dimensions of parental involvement; significant relationship between goal setting among male adolescents and dimensions of parental involvement and significant relationship between goal setting among female adolescents and dimensions of parental involvement. Conclusion: The study has practical implications for students to set goals before doing any educational and vocational tasks or activities; study also has practical implications for parents to provide such environment that will help their child in setting goals and it will also helpful for teachers and educational administrators in organizing such activities and programmes that ensures parent’s involvement in their child’s goal setting.

Parental involvement in the education of their children with disabilities in primary schools of Bahir Dar, Ethiopia: Do education, income and employment status matter?

AbstractThis study explored the extent of parental involvement (PI) in the education of children with disabilities (CwDs), focusing on the influence of parents’ socio‐economic status (SES) on their involvement, and guided by Epstein’s PI framework. Data were collected using a questionnaire designed to measure six dimensions of PI from 143 parents (n = 143) and analysed using descriptive and inferential statistics. Analysis revealed that among the six dimensions (parenting, communicating, volunteering, learning at home, decision‐making and collaborating) 'parenting' is more prevalent than others. Further ranking of the means of dimensions proved that parental participation in ‘parenting’ was the top‐ranked one, while the ‘decision‐making’ and ‘volunteering’ were the lower ranked dimensions. Significant differences were observed in PI based on employment and income status. However, no significant difference in PI was found for parents at different levels of education. Thus, irrespective of SES, the study found parents appeared to have minimal involvement in their child’s education. Similarities and divergence from previous research are highlighted. Educative programmes designed to help parents discharge their multifaceted responsibilities and support their child's education is a key recommendation.

Impacts of Parental Involvement and Parents’ Level of Education on Student’s Academic Accomplishment

Parental involvement in school has been demonstrated to play a crucial role in children’s academic achievement. This article examines the relation of adolescent's academic achievement to parental involvement and parent’s education level, separately, grounded on a quantitative approach. All participants were middle-class dual-earner parents from eight cities across the United States. Spearman's correlation coefficient was used to find out if adolescent academic performance is correlated with parental involvement, and Mann–Whitney U test was utilized when children’s academic performance was compared between groups of parents with different educational levels. Results show that children’s academic achievement is only correlated with certain dimensions of parental involvement. Results further show that, across the board, children’s school achievements do not significantly differ across the groups with different levels of parents’ education if parents in all groups are equally committed to children’s education. As a result, this study concludes that the effect of parental involvement on children’s academic success differs by the type of parental engagement and that parents’ level of education does not carry much weight over children’s academic performance when all parents are actively involved in their schooling. Both limitations and suggestions for future studies are also discussed.

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Dimensions of Parental Involvement as Antecedents of Attitude towards Reading English (EFL): A Case Study from Omani Basic Education Schools, Cycle One (1-4)

The study examined the relationship between parental involvement and attitude towards reading English in the Sultanate of Oman. This study adopted the two-dimensional approach of parental involvement, using encouragement from parents and building positive modelling. The study involved cycle one student in Basic Education level specifically, in grade. The parents who participated were from Batinah South Governorate. They voluntarily completed the 24-items questionnaire regarding their involvement towards their children’s reading in English. A total number of 413 questionnaire were completed and analysed quantitatively using PLS-SEM. The major findings of the study revealed that both of the dimensions of parental involvement have positive effect on the students’ reading attitude. Specifically, the predictors of attitude towards reading indicated that Parental Encouragement ( = 0.48, = 0.463, < 0.01) is positively related to attitude towards reading; both explaining 78.6% of variance on attitude towards reading. This study extends the body of knowledge especially in the Middle East region (Sultanate of Oman) where the first language is Arabic. To the best of the authors’ knowledge, this was the only study about reading in English particularly looking at the attitude towards reading in two dimensions manner and was the first of its kind among cycle one students in Basic Education level in the Sultanate of Oman.

Parental involvement in home-based education and children's academic achievement in China

Chinese children's academic achievement has consistently been found to relate to parental involvement. We surveyed 4,222 students in the 8th grade at 15 junior high schools in Hainan Province, China. The data were examined using correlation analysis followed by latent class analysis. The latent class dimensions of parental involvement in home- based education were parent–child communication, home supervision, homework help, emotional support, and parental expectations. A series of models were estimated specifying one through five latent classes. Four types of home-based parental involvement were identified: supportive, basic, strict, and disengaged. After determining the best fitting model, we tested our hypotheses with multiple analysis of variance of parents' socioeconomic status and the students' academic achievement by type of home-based parental involvement. There were, accordingly, significant differences for both socioeconomic status and their children's academic achievement. Scores for both achievement and socioeconomic status were highest among students with supportive home-based parent involvement, followed by those with basic, strict, and disengaged involvement, in descending order. The quantity and quality of parental involvement positively related to the children's academic achievement. We recommend that parents support their children's learning using high-quality communication and involve their children in democratic decision making.

Chinese Parental Involvement and Children’s School Readiness: The Moderating Role of Parenting Style

ABSTRACTResearch Findings: This study examined the moderating role of parenting style in the relations between different dimensions of parental involvement and their children’s school readiness. A total of 311 Chinese parents (Mean age = 35.74, SD = 4.61) and their kindergarten children (Mean age = 5.53, SD = .50) participated in this study. Parents completed questionnaires about their demographic information, parenting styles and parental involvement practices and teachers rated children’s school readiness levels. Results indicated that parents’ home-based, school-based and home-school conferencing involvement were all positively related to children’s school readiness. Home-based involvement showed stronger relationship to children’s school readiness than the other two types of parental involvement. In addition, authoritative parenting moderated the effects of both school-based involvement and home-school conferencing on children’s school readiness. The effect of school-based involvement was enhanced in the context of high authoritative parenting style. In contrast, the effect of home-school conferencing was decreased in the context of low authoritative parenting style. Practice or Policy. The results suggest that programs designed for enhancing parents’ involvement in children’s school readiness need to consider the emotional context that parents create through their parenting style. Implications for practice and suggestions for further research are offered.

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.

Parental Involvement and the Black–White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools

Discipline disproportionality is the overuse of exclusionary discipline, such as suspension and expulsion, on Black students in American schools. This study adds to the literature by examining how parental involvement affects racial disparities in disciplinary outcomes in in-school suspension and by theoretically analyzing how parents’ social and cultural capital affect student disciplinary outcomes. The study uses Hayes’s dimensions of parental involvement as potential moderators between race and exclusionary discipline: achievement values, home-based involvement, and school-based involvement. Using base year data from the Educational Longitudinal Study of 2002 ( n = 15,362), a logistic regression model examines the three parental involvement dimensions as moderators of race and suspension. Two of the three dimensions significantly moderate the relationship between race and suspension. Both moderators are associated with a higher rate of discipline disproportionality. The analysis suggests that even while Black parents act as “adept managers” of capital, schools are still marginalizing the nondominant forms of capital that Black parents have.

The relationship between parental involvement in education and children's academic/emotion profiles: A person-centered approach

The present study used a person-centered approach to identify academic/emotion profiles and examined whether different dimensions of parental involvement are associated with these profiles. Data were collected on 2323 children and their parents. Three student academic/emotion profiles were identified: High Achiever and Positive Emotion profile, Low Achiever and Moderate Emotion profile, and Average Achiever and Negative emotion profile. We found that mother monitoring, mother-child communication, mother-child activity and father-child activity can lead to more favorable child profiles, whereas mother learning assistance, mother-school contact, and father-school contact can result in a higher chance of children transitioning to risky profiles.