Forms Of Parental Involvement Research Articles

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.

Parental Assistance with Assignments – Types of Parental Involvement in Homework

The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.

Parental perspectives on the decision-making process on transport mode choice in adolescents: a qualitative study with mothers and fathers.

The present study aims to understand the familial decision-making process on transport mode choice in adolescents with a focus on the parental perspective within this process. Active travel contributes to adolescents' overall physical activity and its positive health effects. Based on the social-learning theory, especially parents are assigned a central role for adolescents' travel behavior. The aim of the present study was to examine how parents are involved in the decision-making process on transport mode choice in adolescents. The study is part of the cross-sectional mixed-methods ARRIVE study which includes semi-structured interviews with mothers (n = 12) and fathers (n = 7) of 11- to 14-year-old German adolescents. The interviews focused on travel behavior in adolescents and the decision-making process on transport mode choice from the parental perspective. All interviews were analyzed inductively using Thematic Analysis. Our study revealed that parents do not primarily decide for or against active travel in adolescents, but are mostly involved in the decision-making process, especially in case of a deviation from the main transport mode. Different forms of parental involvement in the decision-making process were identified. Some parents acted as main decision makers which is the highest form of involvement while others gave their children complete freedom of choose a transport mode for themselves. These parents accepted their child's choice fully which shows a low involvement in the decision-making process. The results provide a deeper understanding of the familial decision-making process on travel behavior in adolescents. The results indicate an occasionally parental involvement in the decision-making process on the mainly used transport mode by adolescents, and that mothers and fathers are always involved when deviating from the main mode. Further research should investigate changes in travel behavior from childhood to young adulthood to understand long-term travel decisions in families. Due to the findings that parents are often involved in the decision-making process on transport mode choice and that they mainly reported safety concerns as barriers to their children's active travel, further research should focus especially on the social and physical environment of adolescents.

Theoretical Perspectives on the Role of Parents in Shadow Education

Scholarly interest in the topic of shadow education has increased in the past three decades, as evidenced by the number of publications in education journals. Alongside teachers, students, and tutors, shadow education scholars have considered parents as key actors and have explored their role using different theories. The purpose of this article is to investigate the existing literature on parental perspectives of shadow education and to identify several commonalities and differences among these perspectives. More specifically, this review includes theories about parents' socioeconomic backgrounds and parental decision making. We found that the commonly used concepts about parental backgrounds stem from Bourdieusian theories of social capital, class, and socioeconomic background. Decision-making theories are most frequently borrowed from economics (e.g., rational choice theory and consumer theory) and from psychology (e.g., Bronfenbrenner's ecological theory of human development). This article considers existing theories employed in the study of parental perspectives of shadow education that are currently at the forefront of this field, but it also identifies gaps. The article concludes with a suggestion of topics and perspectives for future research related both to new forms of parental involvement and to more conventional aspects of understanding parents that have been largely overlooked by shadow education scholars.

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

Well-being and mathematics achievement: What is the role of gender, instructional clarity, and parental involvement?

The aim of the present study was to explore the relationship between satisfaction with life and mathematics achievement among a nationally representative sample of Grade 9 learners in South Africa. Using the Trends in Mathematics and Science Study (TIMSS 2019) based on a sample of 20,829 learners (females = 11,067 and males = 9,719), and employing structural equation modelling (SEM), we examined the nature of the relationship between satisfaction with life and mathematics achievement, considering the role of gender, parental involvement, and instructional clarity. Our findings showed that satisfaction with life is positively related to mathematics achievement, but is not moderated by gender. Additionally, instructional clarity contributes to, and is a partial mediator of, the relationship between life satisfaction and mathematics achievement. This suggests that greater instructional clarity is positively associated with high achievement in mathematics, over and above the relationship with satisfaction with life. By contrast, parental involvement negatively mediates this relationship, suggesting that mathematics achievement is negatively associated with certain forms of parental involvement, such as setting time aside for homework; and checking if homework is done. Given the tested linear relationship between life satisfaction, instructional clarity and mathematics achievement, the results of the study suggest that if wellbeing is improved and existing instructional practices are constantly reviewed, mathematics scores could be positively affected. In addition, the emerging finding on the negative role of parental involvement in the hypothesised mediated relationship suggests that learners could benefit from properly tailored, and government-sponsored, afterschool tutoring.

Study of Role of Parenting in Children with Low Academic Performance

Parental involvement in school has been demonstrated to be a key factor for children’s academic outcomes.However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in theliterature about the generalization of findings outside developed and industrialized countries, where most of theresearch has been done. The present study aims to analyse the associations between parental involvement in schooland children’s academic achievement. Cluster analysis results from a sample of 498 parents or guardians whosechildren attended second and third grades in 16 public elementary schools suggested the existence of three differentprofiles of parental involvement (high, medium, and low) considering different forms of parental involvement (athome, at school and through the invitations made by the children, the teachers, and the school). Results show thatthere are differences in children’s academic achievement between the parental involvement profiles, indicating childrenwhose parents have a low involvement have lower academic achievement. Findings are in line with internationalresearch evidence, suggesting the need to focus on this variable too in Latin American contexts

Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions

Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.

The ANALYSIS OF PARENT PARTICIPATION ON VIRTUAL LEARNING

Parental participation is all forms of parental involvement and participation in children's education and learning that can support good learning. Parents have a very important role in the education of their children. Especially in conditions of learning that must be done virtually. Virtual learning is learning that is carried out remotely or PJJ. This certainly requires the participation of parents to work together in realizing conducive and effective learning. In this study, the researcher wanted to know the effect of parental participation on virtual learning in PAUD institutions in Waluran District with the research subject being parents who have children aged 5-6 years who are group B students. This study uses a quantitative survey method by conducting a Pearsson correlation coefficient test. , it is shown that the value of R is a positive value and the coefficient of determination is calculated which shows a value of 43.3%, meaning that the Y variable has a 43.3% effect on the Y variable.

Parental Involvement in Young Children’s Education in Malaysia: A Systematic Literature Review

This article reviews the literature on parental involvement and children’s education, focusing on the primary school level in Malaysia. This systematic literature review (henceforth SLR) includes searching, screening, appraising and synthesising of articles on parental involvement published in the last ten years (2012- 2021) from a number of electronic databases, namely SCOPUS, Taylor & Francis, ERIC, Google Scholar, MyCite, and ResearchGate. The findings of this review identify 24 relevant articles and reveal that most of the relevant research was conducted quantitatively with a focus on types and levels of parental involvement as well as particular applied parental involvement models. Besides that, the researchers utilise multiple conceptualisations of parental involvement including home-based and school-based. This study suggests that more qualitative research is needed to fully comprehend the many forms of parental involvement used by parents. It may also be beneficial for researchers to use the Malaysian Ministry of Education’s Parents/Caregivers Toolkit as a framework or instrument to investigate parental involvement to gain more relevant findings.

KETERLIBATAN ORANG TUA DALAM MENDUKUNG PENDIDIKAN ANAK PADA USIA DINI DI KORONG TIRAM, KECAMATAN ULAKAN TAPAKIS, KABUPATEN PADANG PARIAMAN

This study aims to describe the form of parental involvement in supporting children's education at an early age, as well as to find out the obstacles faced by parents in supporting children's education at an early age. This research uses a qualitative approach with descriptive analysis research type. The focus of the research is the form of parental involvement. The activity stages are the planning stage, the implementation stage, and the report results stage, the data sources used are primary and secondary data. The instrument used in this study was an interview guide sheet, data collection procedures, namely observation, interviews and documentation. Checking the validity of the data, namely technical triangulation and source triangulation, while the data analysis used is to explain, describe, and describe according to the problem. The results showed that the involvement of parents in supporting children's education at an early age in Korong Tiram, Ulakan Tapakis sub-district, Padang Pariaman district can be seen in terms of (1) parental participation in activities held at school. Activities that also involve parents in early childhood education programs are annual activities such as excursions or farewells. (2) When viewed from the involvement of parents in terms of providing education and assisting the educational development of their children, not all parents play an active role in providing education and assisting the educational development of their children in the home or family. there are some parents who are busy with their own business so that they neglect their children and seem not to care about their children's affairs. This causes many children to experience psychological problems such as children who act naughty, seek people's attention, are moody, disturb friends and so on.

Does Parental Involvement Change After Schools Assign Students an IEP?

ABSTRACT Researchers suggest that parental involvement is important for parents of students with disabilities. While some research has examined parental involvement in the special education process, no research has investigated how general forms of parental involvement changes once a child begins to receive special education services. We consider various forms of parent involvement to exist within microsystems (e.g., home-based involvement) and mesosystems (e.g., school-based involvement) and how these actions are shaped by different factors of exosystems (e.g., neighborhoods) and the overarching macrosystems (e.g., poverty). With this framework, we consider the extent to which parental involvement changes for parents of students with disabilities following the assignment of the child’s Individualized Education Program (IEP). Specifically using the ECLS-K: 2011, we exploit variation in home-based involvement, school-based involvement, and home-school communication based on children who have an IEP in one year but not the year before or after. Findings suggest that parents increased their home-based involvement actions following IEP assignment, though this was especially pronounced for parents from historically disenfranchised backgrounds. Findings also suggest that parents of English-language learners and second-generation students and parents in urban areas were more likely to increase their school-based involvement actions following IEP assignment.

Parental involvement and educational success among vulnerable students in vocational education and training

ABSTRACT Background Parental involvement is positively associated with students’ educational success. However, research shows that levels of involvement and participation vary considerably, depending on parents’ social and economic resources. Understanding more about the kinds of involvement that matter to students themselves is important, as it may help to determine how best to support those from less advantageous backgrounds. Purpose The aim of this study was to investigate which forms of parental involvement students in upper secondary education (age 16–18) who were defined as vulnerable highlight as important for their achievement at school. Method The study was based on the analysis of semi-structured interviews with 25 students in the second year of upper secondary vocational education and training (VET) in Norway. Based on their grades, the students were identified as being at risk of not completing upper secondary education. The majority of the students had an immigrant background and came from families with low socioeconomic resources. The interviews were transcribed and analysed using a reflexive thematic analysis approach. Findings The students acknowledged different forms of parental involvement as a major explanation for their success in school. Five themes were identified by the analysis: social psychological support, supervision of schoolwork, practical support, high expectations and aspirations, and obligation and gratitude towards parents. The students’ narratives reveal different kinds of parental involvement practices that are not restricted to parents who hold higher levels of education or who are familiar with the educational system. In addition, their narratives also reflected their need for encouragement and motivation, their need for practical support in everyday school life, and their appreciation of clearly expressed expectations regarding education. Conclusions The findings from this study contribute to the field by describing the specific forms of parental involvement that matter in the eyes of students identified as vulnerable. Furthermore, the findings emphasise the importance of identifying the particular needs of each student and supporting all parents as empowered participants in their children’s education.

Autonomous and responsible? Parental rationalities for their involvement in ECEC in the Czech Republic

ABSTRACT This article examines different rationalities for parental involvement in their children’s early childhood education and care (ECEC). Starting from Foucault’s governmentality and the context of the transforming and diversifying Czech preschool system, it analyzes parents’ rationalities for their involvement in ECEC and discusses how they relate to the neoliberal ideal of the responsible autonomous family. Analyzing data from interviews with parents in six ECEC facilities with different characteristics, it identifies five rationalities for parental involvement and shows how the neoliberal processes of responsibilization and autonomization play a central role in the (de)legitimization of these parental rationalities. Reflecting on how the rationalities of parental involvement gain or lose legitimacy in relation to dominant norms and ideals helps ECEC students and practitioners to understand how social inequalities are potentially exacerbated through the promotion/expectation of certain forms of parental involvement in parent – ECEC facility relationships.

Parental involvement in early childhood classrooms: Turkish teachers’ views and practices

The purpose of this study was to understand Turkish early childhood teachers’ views and practices of parent involvement (PI). Qualitative research design was utilized for this research by asking five open-ended research questions to one hundred female teachers who work in the public preschools. The results of the study indicated that teachers apply various forms of parental involvement considering Epstein (1995) six type of parent involvement model. The findings suggest that while volunteering in the classroom was the most common PI, on the other hand decision making was one of the least PI form that teachers used. The results highlighted that teachers’ aims to involve parents are relevant to their thinking of beneficial outcomes for children, families, and teachers. Majority of teachers think that parental involvement is very high in their classrooms and they have significant role in that because they are very intent in informing parents, or organizing the activities. According to the teachers, some of the obstacles of parental involvement are; families education level, having multiple children in the family, fathers’ absence in classroom activities, parents unwillingness to do the homework, parents not participating in seminars, lack of space and crowded classrooms.

Pengembangan Instrumen Keterlibatan Orangtua Dalam Menumbuhkan Minat Baca

The considerations for this research are (1) growing interest in reading is the duty of parents, but what forms of parental involvement are not widely understood. (2) the dynamics of the problem of parenting skills are very interesting, progressive and urgent to continue to be studied because the acceleration of the digital era requires parents to be more responsive and literate (3) there are still few studies that discuss the development of parental involvement instruments in fostering reading interest both quantitatively and qualitatively. So that developing an instrument that can provide information on the extent of parental involvement in fostering reading interest is the aim of this study. The research stages are carried out by (1) affirming the measuring area; (2) writing items; (3) testing; and (4) psychometric analysis using quantitative methods. Therefore, this research instrument uses a questionnaire prepared based on the literature review process that supports the research variables. Furthermore, the questionnaire is tested for content validity by an expert (Expert Judgment) to conduct a study and selection of items for each indicator. In this process, 40 items from 82 items were selected, as a result of this study. The trial was carried out on the research subjects, namely parents who have children aged from early childhood to elementary school with a total of 521 respondents. While the reliability test of this questionnaire shows the Cronbach Alpha coefficient = 0.941, which means that in psychomoteric analysis this instrument has perfect internal consistency. Based on these data, it can be concluded that the instrument developed can measure the extent to which parents are involved in fostering children's reading interest.

A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets

This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12thgrade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.

Advices for Involving Parents in Children’s Learning Activities from School to Home

Parental involvement in children’s learning activities is important for the optimal of their growth and development. The aims of writing this article is to provide advices that can be applied in early childhood education institutions in terms of involving parents in children's learning activities at home. This article used the literature review method by reviewing recent literature such as books and research journals that provide an explanation of the topic of parental involvement in children's learning. In this research, several topics related to parental involvement are explained, including factors that influence and the type of parental involvement, forms of parental involvement in children's learning and advices for involving parents in children's learning activities. In short, this article is expected to help educators find strategies for involving parents to continue children's learning activities from school to home. Then, it is recommended for educators to use the results of this study, which is advices for involving parent in children's learning activities. Every parent must accompany the child's learning activities so that learning activities run effectively and can optimize the child's growth and development.

The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents\u2019 Academic Achievement

Parental involvement in education has generally been shown to foster adolescent academic achievement, yet little is known about whether two important forms of parental involvement—how parents respond to academic underachievement and how parents provide cognitive stimulation in the home—are related to academic achievement for African American adolescents. This study uses two waves of data to evaluate whether these forms of parental involvement are related to future academic achievement for low-income African American adolescents and whether there are gender differences in these associations. African American mothers and adolescents (N = 226; 48% girls) were interviewed when adolescents were ages 14 and 16. Mothers of girls reported higher mean levels of punitive responses to grades than mothers of boys, but child gender did not moderate associations between parental involvement and academic achievement. Cognitive stimulation in the home was related to changes in academic achievement from 14 to 16 years of age, controlling for age 14 academic achievement. This study provides evidence that nonpunitive responses to inadequate grades and cognitive stimulation at home are linked to academic achievement among African American adolescents.

Including parents in inclusive practice: Supporting students with disabilities in higher education.

BackgroundWhile a number of research studies have endeavoured to understand students with disabilities’ experience in higher education and have recommended ways to effectively support student success, the role of parental support has been neglected. Many studies have been hampered by a limited understanding of students with disabilities and have, in particular, underestimated students’ ‘access to economic, social and cultural forms of capital’ that caring parents provide.ObjectivesThis article seeks to explore students with disabilities’ experiences of parental support in the South African higher education context. The research question guiding this article is: What forms of economic, social and cultural capital do parents and extended families provide to students with disabilities to enable them to succeed in higher education?MethodIn-depth semi-structured individual and focus group interviews were conducted with 17 students with disabilities at two universities of technology. The interview transcripts were thematically analysed with a view to understanding Pierre Bourdieu’s forms of capital that parents provided.ResultsThe study found that while parents are not always able to provide material support, they offered rich and varied forms of social and cultural capital that enabled students with disabilities’ academic success.ConclusionGiven that parental support plays an important role in the success of students with disabilities, and this role changes as these students become more independent, this study recommends the need for universities to also pay more attention to involving parents in the education of the former. It is hoped that putting in place appropriate forms of parental involvement can create a conducive environment for universities to provide inclusive education holistically.