High Levels Of Parental Involvement Research Articles

Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China

Emergency remote teaching has been widely implemented in the education system worldwide to cope with the COVID-19 pandemic. Drawing upon data from a cross-sectional survey conducted in eight middle schools in eastern China (a sample size of 1,550 students and 1,550 parents), we employed multiple linear regressions with school fixed effects to examine the associations among student affective engagement, parental involvement, and teacher support in an emergency remote teaching environment. Our results show that higher levels of parental involvement and teacher support are associated with higher levels of student affective engagement with teacher support presenting the strongest relationship with student engagement. These findings contribute to the understanding of emergency remote teaching in different countries where schools and individual households devise varying strategies and solutions.

Residential Youth Care Combined with Systemic Interventions: Exploring Relationships between Family-Centered Care and Outcomes

ABSTRACT Family-centered care, in terms of parental involvement and family-centered staff attitude and behavior during placement in secure residential youth care, is increasingly being combined with systemic interventions. Little is known, however, about this combination of family-centered residential care and systemic interventions. This study assessed whether levels of parental involvement or family-centered staff attitude and behavior during placement predicted outcomes of systemic interventions. We first assessed the outcomes in the full sample of families receiving systemic interventions and thereafter in families receiving systemic interventions with a strong evidence base (Multidimensional Family Therapy, Multisystemic Therapy [specializing in treatment of individuals with an intellectual disability/with problem sexual behavior], Relational Family Therapy [MDFT, MST(-ID/-PSB), RGT]) and systemic interventions with a less strong evidence base (Attachment Based Family Therapy, Flexible Assertive Community Treatment [FACT], FamilyFACT, Forensic Ambulant Systemic Therapy, Systemic Therapy [ABFT, (Family)FACT, FAST, ST]). Results revealed that higher levels of parental involvement predicted less family empowerment and a longer duration of the systemic intervention. Higher levels of family-centered staff attitude and behavior predicted more parental distress, a shorter duration of the residential placement and a shorter duration of the systemic intervention. Combinations of secure residential youth care with different systemic interventions of different evidence bases resulted in different outcomes. Future research is needed to establish which components of family-centered care or systemic interventions contribute to adolescent outcomes.

Psychological distress and parental involvement among adolescents in 67 low-income and middle-income countries: A population-based study

BackgroundAdolescents with mental illnesses account for a significant proportion of young people globally. Mental illness is a major public health problem because of its harmful effects on adolescents’ development. There is a need to better understand the prevalence and protective factors regarding adolescents’ psychological distress to inform policies for effective prevention. MethodsWe used data from the Global School-based Student Health Surveys between 2009 and 2017. The data were collected through anonymous self-report questionnaires. This report is based on four questions assessing psychological distress and three questions assessing parental involvement. We calculated the pooled overall and regional estimates by random-effects meta-analysis. Logistic regression models were used to analyse the association between psychological distress and parental involvement. The association between adolescents’ psychological distress and a country's purchasing power parity (PPP) was examined by linear regression analysis. ResultsWe included 167,484 young adolescents (boys, 47.3%; girls, 52.7%) in low-income and middle-income countries. The overall prevalence rates of psychological distress (loneliness, insomnia due to anxiety, suicidal ideation, and no close friends) were 10.7%, 9.1%, 13.6%, and 6.4%, respectively. A high level of parental involvement was associated with good mental health. The relationships of PPP with loneliness and insomnia due to anxiety were positive, but the relationships of PPP with the other two aspects were negative. LimitationsThe cross-sectional data do not infer causality between psychological distress and parental involvement. ConclusionsThis study indicated that high levels of parental involvement were significantly associated with a decreased likelihood of psychological distress. In addition, PPP was also related to psychological distress. Specifically, PPP was significantly associated with a decreased likelihood of not having close friends.

Uloga porodice u dečjim iskustvima učenja na daljinu tokom pandemije COVID-19 - Kazahstan i Mađarska

The COVID-19 outbreak forced schools around the globe to close. As a result, home became the dominant learning environment and family members became educational providers for students. Research to date demonstrates that families responded differently to the challenges related to remote learning and demonstrated various responses in their new responsible roles. Furthermore, research from the initial phases of COVID-19 shows that families' socio-economic status and educational background are related to children's remote learning experiences. This study seeks to explain and advance our understanding of the participants' remote learning experiences in the early stage of COVID-19 through the analysis of three Kazakhstani and three Hungarian families. The families have different backgrounds, including the language they speak, their residential characteristics, parents' educational attainment, and occupational status. The author conducted semi-structured interviews with parents from Kazakhstan and Hungary via Zoom. Qualitative directed content analysis was employed to analyse the collected data. The results of this study indicate that: a) parents had to become teachers in addition to their primary caregiver roles, thus balancing parenting and home-schooling; b) children's learning opportunities and losses during the COVID-19 outbreak are linked to families' socioeconomic status; and c) some families found it difficult to support their children due to their lack of pedagogical and content knowledge. Therefore, it can be concluded that existing social and educational inequalities in Kazakhstan and Hungary may have long-lasting negative effects on the children who did not experience high levels of parental involvement in their remote education.

School climate and peer victimization among adolescents: A moderated mediation model of school connectedness and parental involvement

Although research is beginning to examine the association between school climate perceptions and peer victimization, little is known about the mediating and moderating influences on this relationship among high school-aged adolescents. Based on a heuristic model of school victimization and an ecological systems perspective, this study investigated (a) the mediating role of school connectedness in the association between school climate and peer victimization, and (b) the moderating role of parental involvement in the direct and indirect relationships between school climate and victimization. Cross-sectional interview data from 15-year-olds were drawn from the Fragile Families and Child Wellbeing Study, which included 3,230 adolescents with an average age of 15.6 years, of whom 51% were male and 71% were Black and Hispanic. Results indicated that school connectedness mediated the relationship between school climate perceptions and peer victimization. Furthermore, the mediating process was moderated by parental involvement. The indirect effect of school climate perceptions on peer victimization, through school connectedness, was stronger for higher levels of parental involvement than lower levels of parental involvement. The findings have important practical implications, which are discussed.

Early manifestation of sleep problems in toddlers with Williams Syndrome using a mixed method longitudinal approach

Children with neurodevelopmental disorders commonly experience sleep problems. Williams Syndrome (WS), a rare genetic disorder characterised by a complex, uneven cognitive profile, is no exception. Compared with children with typical development (TD), school-aged children with WS experience significant sleep disruption: shorter sleep duration, more night wakings, greater bedtime resistance and excessive daytime tiredness. In children with TD, sleep problems impede optimal daytime functioning. In WS, this could compound existing difficulties. Few studies have examined sleep in very young children with WS and little is known about the early emergence of sleep problems in this population. To date, studies have been based on parent-report and no studies have objectively assessed sleep patterns using longitudinal approach in toddlers with WS. Thus, the current study sought to objectively explore sleep patterns in toddlers with WS. Parents of 38 children (13 WS, 25 TD) completed the Brief Infant Screening Questionnaire and the Medical and Demographics Questionnaire and sleep patterns were assessed using actigraphy. Data were collected longitudinally at ages 18, 24 and 30 months. Significant sleep disturbances were present in WS from 18 months old. Sleep duration, as measured by actigraphy, was significantly shorter in WS at all ages and, furthermore, parents of children with WS reported more night wakings, longer settling times and high levels of parental involvement. Crucially, whereas actigraphy showed developmental improvements in sleep quality in TD, no longitudinal changes were found in WS. Findings could be instrumental in working towards instigating appropriate, timely sleep management in this group, thus improving outcomes for children and their families.

ПРОСОЦІАЛЬНА ПОВЕДІНКА В КОНТЕКСТІ ПСИХІЧНОГО ЗДОРОВ’Я ПІДЛІТКІВ

This article is an empirical study that was conducted to study 589 students’ prosocial behavior in the context of mental health. Analysis of the literature showed that the problem of prosocial behavior of adolescents is still not fully explored in Ukraine. Thus, the purpose of the study was to determine the relationships between prosocial behavior and the socio-psychological characteristics of high school students. At the first stage of the study we formed a scale of prosocial behavior of adolescents Then we analyzed the relationships between prosocial behavior and following parameters: age; gender, number of siblings; birth order; living with mother; living with father; faith in God; affiliation with religion; religious denomination; presence of chronic illnesses; presence of psychosomatic disorders; self-harm behavior; psychological bullying and physical bullying; overall health score; number of close friends; depression; overall Internet addiction score; parental involvement, objective loneliness and subjective loneliness, change of place of residence and statements: “On average, how many hours per night do you sleep?”, “How many hours per day on average do you use the Internet for non-essential purposes”, “Importance of friends and acquaintances”; “Have you ever had sexual intercourse?”; “For the last 2 weeks, most students have been kind and helpful”; “Sometimes people like me less than they may like others”. As a result of the study of students of secondary schools in Odesa, it was determined that girls demonstrated a higher level of prosocial behavior. It was noted that adolescents of both sexes with a high level of prosocial behavior identified higher levels of parental involvement, were more religious, felt better, identified friends and their importance, and considered their peers kind and helpful. Adolescents with the lower level of prosocial behavior suffered from psychosomatic disorders more often, experienced depression and were addicted to the Internet. Male adolescents with low prosocial behavior were found to be more likely to have sexual intercourses.

Saudi Parental Involvement in EFL Students’ Achievement via Edmodo

Parental involvement is a key predictor of students’ success in academic and general life. Moreover, the integration of technology has had a massive influence on the learning process and in facilitating parents’ involvement. The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components. A descriptive method is used to conduct the research with a sample of 50 parents of female students at the intermediate stage of King Abdul Aziz private school, and using a questionnaire as an instrument. The results indicated a high level of parental involvement in supporting their daughters’ progress. Moreover, parents were pleased when the teachers kept them informed about their daughters’ progress in English. Communication with the school and supervision of homework had a positive effect on the quality of learning. The results revealed that parental involvement enhanced English language skills and increased learners’ motivation to work hard. In addition, the study discovers the positive perception of parents regarding the use of Edmodo.

Risk and protective factors for heroin use in a nationally representative sample of Ecuadorian youth

IntroductionRecent reports from a variety of sources indicate that heroin use among Ecuadorian adolescents is on the rise. In order to design effective prevention and intervention programs, research is needed that quantifies use and assesses risk and protective factors associated with use. MethodsThis study analyzed the National Survey of Drug Use, a nationally representative survey of 50,145 adolescents (49.6% female; M age = 14.92 years, SD = 1.74) conducted in Ecuador in 2015. ResultsOverall, 2.3% of the sample reported lifetime heroin use. Logistic regression analysis revealed that higher lifetime heroin use was associated with lifetime use of alcohol (Adj OR = .71 CI[.58, .86]), marijuana (Adj OR = 3.79 CI[3.17, 4.52]), and hard drugs (Adj OR = 16.33 CI[13.89, 19.21]), as well as with greater perceived access to heroin (Adj OR = 2.13 CI[1.93, 2.36]) and repeating more school grades (Adj OR = 1.66 CI[1.37, 2.01]). Higher levels of parental involvement (Adj OR = .95 CI[.91, .99]) were associated with a reduced risk of use. Risk and protective factors operated similarly across age and gender. ConclusionThese data suggest that targeting substance use early in adolescence, focusing on school engagement, enhancing parenting skills, and improving family climate may be important approaches to curbing heroin use among Ecuadorian teens. The relative absence of age and gender differences in patterns of risk and protection suggest that a universal prevention approach versus a targeted approach may be most effective.

Parental Involvement in Education Among Albanian Parents

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

Parental Involvement in National EFL Test Preparation

Parents, one of the primary stakeholders in their child’s performance in tests, can play a vital role in assessment. As these high-stakes tests are likely to bring life-changing consequences to students’ lives, most parents try their best to help their children to prepare for them. However, almost no research has explored the nature of parental involvement (PI) in preparing for high-stakes tests. This article reports on a study that explored PI in preparing their children for a national level English as a foreign language (EFL) test in the Nepalese context. Data was generated through a survey of 247 students, 72 oral diary entries and 24 interviews with six students and their parents. The data indicated a high level of PI in their children’s test preparation. Parents supported their children in various ways, such as creating a conducive learning environment at home, collaborating with neighbours and relatives, sharing their experiences, and teaching test preparation strategies. Parents even pressured their children into working for the test by controlling their non-academic lives in such a way that, during the test preparation time, children were not allowed to play and their time for sleeping was curtailed. A clear difference could be observed between the parents with university degrees and those who were illiterate in terms of the strategies they used to support their children in preparing for the test.

Feasibility of parent communication training with remote coaching using smartphone apps.

Communication training for parents of young children with neurodisability is often delivered in groups and includes video coaching. Group teaching is problematic when there is wide variation in the characteristics and needs amongst participants. To assess the potential feasibility and acceptability of delivering one-to-one parent training supported by remote coaching using smartphone apps and of conducting further trials of the intervention. We aimed to recruit eight children aged 12-48 months with motor disorders and communication difficulties and to provide families with individual parent training in six weekly home visits supplemented by remote coaching via smartphone apps. For outcome measurement, parents recorded their interaction with their child thrice weekly during baseline (3 weeks), intervention, post-intervention (3 weeks) and follow-up (1 week). Measures comprised parent responsiveness and counts of children's communication and vocalization. Research design feasibility was measured through rates of recruitment, attrition, outcome measure completion and agreement between raters on outcome measurement. Intervention feasibility was assessed through the proportion of therapy sessions received, the number of videos and text messages shared using the apps in remote coaching, and message content. Parents were interviewed about the acceptability of the intervention and trial design. Interviews were transcribed and analyzed using inductive thematic analysis. Nine children were recruited over 16 weeks. All fitted the inclusion criteria. Four families withdrew from the study. Five families completed the intervention. No family submitted the target number of video recordings for outcome measurement. Interrater agreement was moderate for child communication (K = 0.46) and vocalization (K = 0.60) and high for The Responsive Augmentative and Alternative Communication Style scale (RAACS) (rs = 0.96). Parents who completed the intervention reported positive experiences of the programme and remote coaching via the apps. Therapist messages via the app contained comments on parent and child behaviour and requests for parental reflection/action; parental messages contained reflections on children's communication. The intervention and study design demanded high levels of parental involvement and was not suitable for all families. Recording shorter periods of interaction via mobile phones or using alternative methods of data collection may increase feasibility of outcome measurement.

A Longitudinal Investigation of Cognitive Self-schemas across Adolescent Development.

Research in developmental psychology highlights youth's self-schemas as one possible pathway to improve adolescents' functioning and promote positive developmental outcomes. Despite this, the trajectory of positive and negative self-schemas is relatively understudied. This study addresses this limitation by empirically examining the trajectory of self-schemas in a community sample of 623 youth (M = 13.04 years; 54% female; 49% African American, 4% Biracial, 47% European American) who were followed over a seven-year period. Caregivers completed measures of parenting practices, maternal rumination and negative inferential style, and adolescents completed a computerized behavioral task assessing self-schemas (i.e., mental frameworks that guide attention, interpretation, and memory of one's experiences). Multilevel growth curve modeling results demonstrated a quadratic slope for negative self-schemas and no mean-level change for positive self-schemas. These trajectories did not vary by gender or racial group. However, parenting factors differentially influenced the trajectories. Specifically, higher levels of parental involvement at baseline, or an active interest and engagement in a child's experiences and activities, related to lower levels of negative self-schemas during adolescence. Additionally, higher levels of parental rumination and parental negative control at baseline related to lower levels of youth positive self-schemas at baseline. These findings contribute to models of youth cognitive development.

Педагогіка партнерства: аналіз зарубіжного досвіду

The article proves the relevance of the primary education reform; an analysis of recent research on the development of educational systems in Finland, Poland and Canada, is provided. The author notes that the postulates of the Finnish education system are trust, equality and freedom. The article notes that the attention of Finnish teachers is paid to the internal motivation of students to study; the basic principles of education in Finland are defined. The author of the article points out that the priority and the core of contemporary national educational policy in Poland is the cooperation of educational institutions with parents as equal partners in the education and training of the younger generation. The author notes that reformed Polish education implies a high level of parental involvement in the activities of educational institutions. The article defines clear legal mechanisms for the implementation of coordinated activities of parents and educators as equal partners in the child upbringing. The article deals with the management and administration of education in Canada; the role of school councils is revealed. The basic directions of work of the Committee on attraction of parents are determined. The article outlines the main directions of work for general school meetings and individual meetings, and also highlights the widespread forms of communication between parents and teachers in schools in Canada. The author emphasizes the fact that the basis of creating a formula for the New Ukrainian School is the successful experience of European countries.

Involvement Practices, Socioeconomic Status, and Student Science Achievement: Insights From a Typology of Home and School Involvement Patterns

The present study examines if higher socioeconomic status (SES) parents are more involved in their children’s education, and if greater involvement is associated with better student science achievement in Hong Kong (N = 5,353). Results showed that (a) there were three latent classes characterized by different patterns of parental involvement; (b) there was no simple relationship between SES and parental involvement patterns among the three latent classes; and (c) patterns of parental involvement were not significantly associated with levels of student science achievement. These findings support the contention that higher SES parents are not necessarily more involved than lower SES parents in all aspects, and that higher levels of parental involvement may not eventuate in higher levels of student achievement.

Examining the roles of parents and community involvement and prevention programs in reducing school violence

ABSTRACTThis study aimed to understand the extent to which parent involvement, community involvement, and schoolwide violence-prevention initiatives reduced school violence, considering school racial/ethnic compositions and crime levels of school locations. We used school-level data collected during the 2009–2010 school year, covering elementary schools (n = 684), middle schools (n = 909), and high schools (n = 948). Results revealed that higher levels of parent involvement in school activities were associated with fewer incidents of school violence for elementary and middle schools, whereas more community involvement in school efforts predicted more school violence. Staff training and student-oriented prevention programs did not relate with school violence in primary and secondary schools. Additionally, parent involvement served as a protective factor for schools with high levels of racial/ethnic minority composition and/or located in neighborhoods with high crime levels. Differences across school levels were taken into consideration when drawing conclusions.

The Role of Parents in Emerging Adults' Psychological Well-Being: A Person-Oriented Approach.

The purpose of this study was to gain an overview of Spanish emerging adults' family relationships and their link with psychological well-being and psychological distress. The sample comprised 1502 undergraduate students (903 women and 599 men) aged between 18 and 29 (M=20.32 and SD=2.13), recruited from two universities in Spain. A cluster analysis identified three groups of families based on the centrality of five family variables: parental involvement, parental support for autonomy, parental warmth, behavioral control, and psychological control. The three groups or clusters were labeled high-quality family relationships (HQ), intermediate-quality family relationships (IQ), and low-quality family relationships (LQ). Women were overrepresented in the HQ cluster, whereas men were overrepresented in the IQ cluster. Moreover, emerging adults who perceived better family relationships (high levels of parental involvement, parental support for autonomy and parental warmth, and low levels of behavioral and psychological control) were found to have a higher level of psychological adjustment. Thus, our results indicate that family plays a key role in the psychological well-being of emerging adults. The discussion focuses on the implications of this finding for the parent-child relationship, and explores how it extends our knowledge about family relationships during emerging adulthood.

Parental involvement and mental health among school-going adolescents in five Caribbean countries

The aim of this study was to assess the association between parental involvement and mental health among adolescents in five Caribbean countries: Antigua and Barbuda, Bahamas, Saint Kitts and Nevis, Jamaica and Trinidad, and Tobago. Data were from the cross-sectional Global School-Based Student Health Survey (GSHS) which sampled 10 063 adolescents (mean age 14.3 years, SD = 1.3) from 2009 to 2013. In multivariable logistic regression analyses (adjusted for age, sex, and socioeconomic status), bullied, having close friends and peer support, and higher levels of parental involvement were negatively associated with loneliness, anxiety, and suicidal ideation in all five countries. In Jamaica, parental involvement was not associated with suicide attempt. Parental involvement interventions for improving mental health among the Caribbean adolescents should consider peer influences.

The associations between bullying victimization and internalizing distress, suicidality, and substance use in Jamaican adolescents: The moderating role of parental involvement

The present study investigated whether bullying victimization and parental involvement were associated with internalizing distress, suicidal thoughts and behavior, and substance use in Jamaican adolescents as well as whether parental involvement moderated the relation between bullying victimization and measures of psychological and behavioral distress. Analyses were based on a sample of 1,595 adolescents who were participating in the 2010 Global School-Based Student Health Survey. Data were collected using a complex survey design. Regression models were estimated using weighted data, which allowed us to draw conclusions about the population of Jamaican adolescents. Consistent with findings from international studies, bullying victimization was uniquely and positively associated with feelings of loneliness, sleep difficulties due to worry, smoking frequency, and suicidality for both male and female adolescents as well as with alcohol use frequency for female adolescents. Our pattern of findings also suggested that parental involvement is a more robust correlate of psychological and behavioral adjustment for female adolescents. Female adolescents who reported higher levels of parental involvement were less lonely and less likely to consider or plan suicide. For boys, parental involvement was only negatively related to loneliness. Finally, we found evidence that parental involvement moderated the relation between bullying victimization and cigarette use and considering suicide, although the latter finding was at the level of a nonsignificant trend. Our findings suggest parental involvement may attenuate the relation between bullying victimization and considering suicide but may strengthen the relation between bullying victimization and smoking. We discuss our findings in the context of Jamaican cultural socialization and with an appreciation for the social challenges faced by adolescents experiencing bullying victimization.

Home Environment and Parental Involvement as Determinants of Preschoolers’ Readiness for Primary School Education in Osun State, Nigeria

The study assessed the home environment of preschoolers. It determined the level of involvement of parents. It further determined the interaction effect of home environment and parental involvement on preschoolers’ readiness for primary school education. These were with a view to providing information on the factors that could influence readiness in preschoolers. The study adopted the descriptive research design. Parents of preschoolers in Osun State constituted the population for the study. The sample consisted of 300 parents from twelve schools. The samples were selected using multistage sampling procedure. Six Local Government Areas were selected from the three Senatorial Districts in Osun State using simple random sampling technique. From each Local Government, two private schools were selected using simple random sampling technique. From each of the 12 nursery schools, 25 parents were selected using purposive sampling technique. An instrument titled: Questionnaire on Home Environment, Parental Involvement and Preschoolers’ Readiness (QHEPIPR) was used to elicit information from the respondents. Percentages, frequency counts, t-test and ANOVA were employed to analyse the data. The results of the study showed that high percentage (71%) of preschoolers have homes that stimulate them for education by provision of educational materials, conducive reading atmosphere, good habits, monitored hours of television viewing, learning something new daily, deliberate conversations daily, planned time-out with the children, and punishment for misbehaviours. 14.0%, 70%, and 16% of the respondents have low, moderate and high level of parental involvement in preschoolers’ education. Also, the results showed that the home environment and parental involvement would significantly determine preschoolers’ readiness for primary school education (N=300, t=-59.996, p < 0.05) and (N=300,t = 21.483, p < 0.05) respectively while the interaction effect of home environment and parental involvement would also significantly determine preschoolers’ readiness for primary school education (N=300,F = 689.479, p = 0.000).The study concluded that home environment and parental involvement significantly determined preschoolers’ readiness for primary school education.