Effects Of Parental Involvement Research Articles

Effects of Parent Involvement in Homework on Students' Negative Emotions in Chinese Students: Moderating Role of Parent-Child Communication and Mediating Role of Family Responsibility.

Chinese parents' involvement in children's homework has become a hot topic, which not only affects students' learning but also leads to mental health problems. This study aimed to examine how parent involvement in homework affects students' negative emotions, focusing on the mediating role of family responsibility and the moderating role of parent-child communication in it. The study uses data from the CFPS 2020 database by Peking University, with a sample size of 6906, resulting in 494 valid observations after data cleaning. Data were analyzed using SPSS 26.0 and SPSS Macro PROCESS, which examined the correlation coefficients, mediation effects, and moderated mediation among the variables. The results found that parent involvement in homework had a significant effect on students' negative emotions. Family responsibility played a partial mediating role between parent involvement in homework and students' negative emotions. Parent-child communication played a significant moderating role in the relationship between parent involvement in homework and family responsibility on students' negative emotions. The results are consistent with the Family Systems Theory, and help to reduce the negative emotions of students and promote the physical and mental health of children.

Unlocking the Potential of Nigerian Schools through Effective Parental Involvement

Education is a cornerstone of societal progress and individual achievement, necessitating the active engagement of various stakeholders, particularly parents. This study explores the role of parental involvement in enhancing the effectiveness of school administration in Nigeria with particular focus on Lagos District IV, Nigeria. This study employs a descriptive survey design, focusing on secondary schools in Lagos District IV, including Surulere, Mainland, and Apapa. Data were collected from 132 participants—students, teachers, school administrators, and parents—through structured questionnaires. The study investigates how parental ties affect academic performance, school discipline, and overall management effectiveness. Hypotheses were tested using Pearson’s Product Moment Correlation Coefficient, revealing significant relationships between parental involvement and student outcomes, discipline, and school administration. The findings indicate that robust parental involvement positively influences student academic performance and school management. Schools that foster strong parental partnerships benefit from enhanced governance and improved student behavior. However, barriers such as socioeconomic challenges and communication gaps persist, underscoring the need for more inclusive engagement strategies. Recommendations include implementing structured parental engagement programs, enhancing government support, and addressing language and cultural barriers. In conclusion, this study highlights the transformative potential of parental involvement in Nigerian schools. Effective school administration and improved student outcomes are closely linked to active parental participation. Addressing existing barriers and fostering collaborative school environments are essential for maximizing the benefits of parental engagement.

Effect of Parental Involvement by the Headteachers in the Education of their Children on Students Retention in Masinga Sub-County, Kenya

The study focuses on the effect of parents’ involvement by head teachers in the education of their children and students’ retention in secondary school education in Masinga sub – county Kenya. It was guided by the following objective: to determine the extent to which parents’ involvement by the headteachers in the education of their children influences students’ retention in secondary school education. The study adopted a descriptive survey research design. The study was anchored on Epstein theory. The target population was 50 head teachers,50 deputy head teachers and 5022 form 3 and 4 students. Purposive, stratified proportionate sampling and simple random sampling were employed to sample 25 head teachers, 25 deputy head teachers and 370 students. Data collection instruments included questionnaires for headteachers and students, an interview guide for deputy headteachers and a document analysis guide. Validity of the research instruments was ascertained through expert judgement and piloting. Reliability was achieved through test – retest method where the instruments were piloted in a time interval of two weeks and the two results were correlated using Pearson’s product moment correlation method. Further, inferential analysis was employed that involved correlational analysis at a 0.05 level of significance. The hypothesis was accepted or rejected at 0.01 level of significance. The findings showed that there is a positive correction between parents’ involvement in the education of their children and students’ retention (r = 0.811; p = 0.00), hence the hypothesis was rejected and an alternative hypothesis accepted. The study concluded that the head teachers’ efforts to engage parents in the educational matters positively influence students’ retention. The study recommends that head teachers should use more communication strategies in order to involve all the parents in the education of their children.

PARENTAL INVOLVEMENT AND STUDENT ACADEMIC PERFORMANCE IN SECONDARY INCLUSIVE SCHOOLS IN RWANDAA CASE OF GASABO

The study aimed to investigate the influence of parental involvement on performance of students with diverse learning needs in inclusive settings in secondary schools in Gasabo District-Rwanda. Specifically, the research sought to assess the influences of parent-school communication on students performance in secondary schools in Gasabo District, Rwanda to examine the influence of parents participation on students performance in secondary schools in Gasabo District-Rwanda and to determine the influences of parent-home assistance on students performance in secondary schools in Gasabo District, Rwanda The research used the descriptive survey design with quantitative and qualitative methods of data collection and analysis. The study populationwas made up of 1,918 people from which a sample size of 331 was drawn using the Yamane formula including 302 teachers, 8 head teachers, and 21 parents. The researcher adopted purposive sampling to select both teachers and head teachers of secondary schools, and convenient sampling to select parents. This study used questionnaire given to teachers, Focused group discussions (FGDs) given to parents whose children are disabled and interview guide given to head teachers. The information was analyzed using frequency, percentage, mean and standard deviation and correlational analysis. The results showed that there is a statistically significant relationship (r = .793, p < .01) between Parent-School Communication and students academic performance in secondary inclusive schools in Gasabo District. This also implies an association between the effect of parental involvement and students academic performance in secondary inclusive schools in Gasabo District. Furthermore, according to the findings, there is a strong positive correlation (r = .815, p < .01) between Parent-participation and students academic performance in in secondary inclusive schools in Gasabo. This indicates that students who engage in regular academic practice are more likely to retain the information they learn. Finally, the results indicate that there is a moderate to strong positive correlation (r = .935, p < .01) between parent-home assistance and students academic performance in in secondary inclusive schools in Gasabo. The researcher recommends several key strategies to address the issue of parental involvement in Rwanda. These include parent participation in school events and decision-makingprocesses, implement structured communication channels between the school and parents, establish clear guidelines and frameworks for schools to foster effective parental involvement in secondary inclusive schools. The researcher suggests exploring how teacher training and professional development can better prepare educators to engage parents in the education of their children.

Hospital and White Coat Fears in Children of Parents Working in the Healthcare Field: A Qualitative Study of Parental Experiences

Objectives: This qualitative study investigates the hospital and white coat fears experienced by children of healthcare professionals, focusing on parental insights and experiences. The study explores the prevalence and nature of these fears, the psychological impact on children, and the strategies employed by parents to mitigate their children's anxieties. Materials and Methods: Thirty parents working in various healthcare roles were interviewed using a semi-structured format. Thematic content analysis was used to analyze the data and identify recurring themes and sub-themes related to the children's fears and coping mechanisms. Results: The analysis revealed several key themes, including fear of medical procedures, separation anxiety, fear of medical equipment, the impact of parental roles, and coping mechanisms. Findings indicate that children's exposure to healthcare environments through their parents' professions heightens their awareness and fear of medical situations. Effective parental involvement and clear communication were identified as crucial factors in alleviating these fears. Conclusion: The study emphasizes the need for targeted interventions and supportive environments in healthcare settings to address these anxieties. Practical implications include recommendations for healthcare providers to create child-friendly environments and policies that support parental presence and psychological preparation for children. This comprehensive understanding of children's hospital-related fears can inform better practices and policies in healthcare settings to improve the psychological well-being of children of healthcare workers

The Effects of Parental Involvement on Student Academic Success

Parental involvement in education has been recognized as a crucial factor in student academic success. This paper examines the impact of parental involvement on student outcomes, including academic achievement, attitudes towards learning, and socioemotional development. It explores various forms of parental involvement, such as communication with teachers, participation in school activities, and support with homework, and analyzes their effects on student performance. Drawing on empirical research and theoretical frameworks, the paper highlights the benefits of parental involvement for students across different grade levels and socio-economic backgrounds. It discusses the positive influence of parental engagement on students' motivation, self-esteem, and sense of belonging, as well as its role in fostering positive parent-child relationships and family cohesion. strategies for promoting parental involvement in education, including parent education programs, outreach initiatives, and collaborative partnerships between schools and families. It emphasizes the importance of creating a supportive and inclusive school environment that values and encourages parental participation.

Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism-individualism.

Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism-individualism. The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism-individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism-individualism when evaluating the role of parents in elementary school students' learning in math and science.

PARENT AND COMMUNITY INVOLVEMENT IN EDUCATION: STRENGTHENING PARTNERSHIPS FOR SOCIAL IMPROVEMENT

Parent and community involvement in education has garnered significant attention as a pivotal factor in enhancing educational outcomes and fostering social improvement. This review explores the multifaceted dynamics of such partnerships and their potential to positively impact the educational landscape. Through collaborative efforts between parents, communities, and educational institutions, a holistic approach towards addressing the diverse needs of students and society at large is promoted. Effective parent involvement encompasses various dimensions, including parental engagement in their children's academic journey, participation in school activities, and advocacy for educational equity. When parents are actively involved in their children's education, students tend to exhibit higher academic performance, improved attendance, and enhanced social-emotional development. Moreover, parental involvement cultivates a supportive home environment conducive to learning, thereby reinforcing the educational efforts undertaken in schools. Community engagement in education extends beyond parental involvement to encompass broader societal participation in educational endeavors. Local communities play a crucial role in supplementing educational resources, providing mentorship opportunities, and facilitating experiential learning initiatives. Collaborative partnerships between schools and communities enrich the educational experience by bridging the gap between classroom learning and real-world application, thereby nurturing well-rounded individuals equipped with the skills necessary for societal contribution. Furthermore, fostering strong partnerships between schools, parents, and communities serves as a catalyst for social improvement. By promoting inclusivity, diversity, and mutual respect, these partnerships contribute to the creation of cohesive and resilient communities. Through collective action, stakeholders can address systemic challenges, advocate for educational reforms, and promote equitable access to quality education for all individuals, irrespective of their socio-economic backgrounds. Parent and community involvement in education represents a cornerstone for social improvement, fostering collaborative efforts aimed at nurturing the next generation of global citizens equipped to navigate an ever-evolving world.
 Keywords: Education, Parent, Community Involvement, Partnership, Social Improvement, Review.

Latinx Teachers Engaging Students, Parents, and Families

ABSTRACT Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students’ success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students’ background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants’ experiences regarding social justice. Latino/a Critical Race Theory/LatCrit was our theoretical framework with trenzas y mestizaje (braids and mixture) as the methodological framework. Data collection was based on testimonios collected through individual pláticas and group pláticas (formal and/or informal conversations) elicited by the use of tesoros (treasures). Data was analyzed and interpreted through Trenzas y Mestizaje and LatCrit. Specifically, data analysis was achieved through braiding the participants’ experiences and/or testimonios. The following prominent themes emerged: (a) Effective classroom strategies, (b) Parent and family involvement, (c) Relationships, (d) Barriers as pre-service and in-service teachers: Resilience. The findings of this study indicate that all participants described their effectiveness as teachers through the implementation of specific strategies, intrinsic motivation for teaching Culturally and Linguistically Diverse Students (CLDs), and the sense of commitment to being role models to their students. Additionally, the findings indicate how the participants were able to overcome barriers through resilience, support from colleagues, administrators, and family members. These participants/Latinx teachers have been teaching advocating, informing, and engaging their students, parent, and families for the past seventeen years, by providing them with resources and strategies to navigate the U.S. education system.

Bidirectional longitudinal relationships between parents’ positive co-parenting, marital satisfaction, and parental involvement

Numerous studies have shown that co-parenting plays an important role in marital and parent-child interactions. However, little is known about the bidirectional associations between positive co-parenting and marital and parent-child factors, as well as the dynamic underlying mechanisms. This study used cross-lagged panel model (CLPM) to explore the bidirectional longitudinal relationship between positive co-parenting, marital satisfaction, and parental involvement among Chinese parents from a positive family multiple systems perspective. A sample of 668 father-mother dyads (father’s Mage = 36.47, SDage = 5.34; mother’s Mage = 35.45, SDage = 5.07) completed a series of questionnaires at three time points (approximately spaced 1 year between each time point). The results showed that positive co-parenting positively predicted marital satisfaction and parental involvement and that marital satisfaction positively influenced parents’ positive co-parenting, whereas the effect of parental involvement on positive co-parenting was significant among fathers. Additionally, fathers’ marital satisfaction can affect their involvement, but this effect is negligible among mothers. Finally, parental marital satisfaction mediated the relationship between positive co-parenting and the next stage of positive co-parenting. This study provided new ideas and interventions to strengthen family cohesion and harmony.

Parental Involvement and Its Influence on Academic Achievement

Purpose: Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes. Methodology: The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights. Findings: Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement. Conclusion: The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

The Role of Parents in Their Children’s Artistic Education: The Effect of Parental Involvement in the Transgenerational Process

Little is known about the methods and effects of parental involvement in art education. The aim of our systematic literature review is to explore the types of parental involvement in four branches of art (music, dance, visual arts, and theatre). We conducted our research with the help of the EBSCO database, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. We found that the share of the different artistic fields is highly disproportionate in the literature on parental involvement. Compared to music, theatre, dance, and visual arts, coverage is negligible. During our study, we managed to classify types of parental involvement and found that it showed variety across different branches of art.

Effect of Parental Involvement on Adolescent Problem-Solving Ability

Effect of Parental Involvement on Adolescent Problem-Solving Ability

The effect of parental involvement on young children’s independent literacy practice and achievement among preschoolers in China

The effect of parental involvement on young children’s independent literacy practice and achievement among preschoolers in China

Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise

The aim of this study is to explore different profiles of parents in terms of their use of reward and praise as well as psychological control by using latent profile analysis (LPA). The data were collected from a sample of 661 parents living across Turkey through an online platform in the Spring of 2023. An atemporal cross-sectional research design was used to explore latent profiles of parents. Parents completed three scales: the parent reward scale, the parent praise scale, and psychological control-disrespect scale. Parents were profiled, based on their use of these three parenting tools. As a result of the LPA, three profiles emerged. They were identified as “High Controllers”, “Low Controllers” and “Autonomy Supporters”. As predicted, “High Controllers” use all these three tools, reward, praise, psychological control to a great extent. Similarly, “Low Controllers” use all three tools but to lesser extent. “Autonomy Supporters” use these three tools the least. The difference among these three profiles were further validated with the acknowledgement-of-feelings scale and the threats to punish scale. ANOVA revealed a significant difference among three groups. “High Controllers” were more likely to threaten to punish their children than “Low Controllers” and “Autonomy Supporters”. Similarly, Autonomy Supporters” were more likely to acknowledge their children’s feelings than “High Controllers” and “Low Controllers.” As predicted, these findings suggest that parents who use praise and reward are more likely to control their children psychologically, punish their children and less likely to acknowledge their children’s feelings. School leaders could utilize these findings to profile parents and develop more effective parental involvement program to promote autonomy supportive parenting style that do not rely on praise or reward.

A systematic review of motivations, attitudes, learning outcomes, and parental involvement in social network sites in education across 15 years

ABSTRACT Despite the growing popularity of social network sites (SNSs) in educational settings, there has been a lack of comprehensive review studies focused on the effects of SNSs used for educational purposes. This study seeks to address this gap by examining the impact of SNS use on motivations, attitudes, learning outcomes, and parental involvement, which have been infrequently studied in previous research. Employing a systematic review based on the protocol of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our findings indicate that the use of SNSs has the potential to enhance learners’ motivations, engender positive attitudes, and improve learning outcomes. However, it is also observed that parental involvement may complicate SNS-assisted learning outcomes. Consequently, this study explores methods for improving SNS-assisted learning motivations, attitudes, and outcomes, as well as the effects of parental involvement on SNS-assisted learning. Future research directions are discussed.

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>

A szülői részvétel szerepe az alternatív iskolákban és a tanulóközösségekben

Research on the effects of parental involvement in their children's education in school settings has shown that more active parental involvement in school life to support children's learning has a positive impact on academic achievement and student integration, and that family-school relationships and cooperation also play an important role in children's education. School-parent cooperation is also present in public schools, but alternative schools and co-educational schools expect more decisive and active involvement from parents than mainstream schools. The forms and intensity of the expected cooperation vary between alternative schools and learning communities, and this study aims to provide a picture of the forms, possible areas and extent of parental involvement expected in alternative schools and learning communities.

Critical contextual factors of sustainable online teaching: learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives

ABSTRACT Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the critical enablers to effective online delivery of primary PE during the pandemic can help inform the development of sustainable online education that enhances teaching, learning, and professional development in the post-COVID context. Purpose Informed by the job characteristics theory (JCT) and social-ecological model (SEM), this study aimed to explore the contextual factors contributing to effective and potentially sustainable online teaching from the perspectives of PE teachers and school administrators. Methods Semi-structured interviews with a total of 16 teaching staff including two principals, two vice principals, and 12 PE teachers were conducted. Taking a combined inductive/deductive thematic approach, the data analysis was underpinned by JCT to explore participants’ perception and motivation towards online teaching in PE that fostered its adoption, use, and enhancement during the pandemic. The SEM was also applied to enable further exploration of facilitators perceived by PE teachers and school administrators at the interpersonal, institutional, community and policy levels. Findings : Contextual factors of sustainable online teaching in PE at each level of SEM were identified by the participants. On the intrapersonal level, the motivating potential of the job and readiness appeared to enable the effective transition to online PE by teachers and schools. Of the interpersonal, community, institutional, and policy factors, parental engagement, reach out to the community, institutional leadership and policy making, influenced participant perceptions toward the effectiveness of online PE teaching and its potential sustainability. Conclusions Our findings revealed that the effectiveness of online teaching in primary PE setting during the COVID-19 pandemic was influenced by the interaction of factors across all levels of SEM. The lessons learned from PE teachers and school administrators have several implications for the potential sustainable development of online PE teaching. First, school leaders and policy makers need to understand the potential benefits of offering quality online PE lessons by schools during class suspension. Second, a review of teacher training programmes and professional development for the pedagogical shift in PE is warranted. Third, there is an equally pressing need to identify effective parental involvement practices that contribute to students’ home online PE learning during the school suspension.

Keterlibatan Orang Tua dalam Perawatan Anak terhadap Stres dan Kecemasan Orang Tua di Ruang Intensif

This study aims to evaluate the results of research that has been published regarding the effect of parental involvement in child care on parental stress and anxiety in the intensive care unit. The method used is a systematic review through search strategies on eight electronic databases with the keywords used (Parent involvement OR Parent participation OR Family Integrity Care OR Family Centered Care) AND (pediatric intensive care OR PICU OR NICU) AND (Parent Stress OR Parent anxiety). The search results obtained 12 articles that would be assessed for quality with the guidance of the Joanna Briggs Institute (JBI). Research results show that parental involvement in child care in intensive care can reduce parental stress and anxiety. The highest significance was seen in the Family Integrated Care (FICare) program (p < 0.00043) and Family Centered Care (FCC) (p < 0.001) in the NICU room. In conclusion, all forms of parental involvement can reduce stress and anxiety, but parental involvement in child care in the PICU room is still limited.
 
 Keywords: Anxiety, Engagement, Intensive Room, Stress