Impact Of Parental Involvement Research Articles

A Longitudinal Study of the Impact of Parental Involvement in School on Child’s Academic Achievement

A Longitudinal Study of the Impact of Parental Involvement in School on Child’s Academic Achievement

Impact of Parental Involvement on Academic Stress and Academic Achievement of The Adolescents

The present study was conducted to know the impact of parental involvement on various dimensions of academic stress viz. Academic pressure, academic frustration, academic anxiety & academic conflicts and on academic achievement of adolescents in relation to low parental involvement and high parental involvement. In order to conduct the present study, 200 students were selected randomly from the 10 schools of Jalandhar city. Scale of parental involvement prepared by Dr. (Mrs) Deepa Sikand Kauts and Academic Stress Scale by Bishts (1992) for measuring academic stress were used for the purpose of this study. The findings of the study revealed that academic achievement is high in case of high parental involvement and low in case of low parental involvement. As far as academic stress is concerned academic conflicts and academic pressure is more in case of low parental involvement and academic frustration and academic anxiety is more in case of high parental involvement.

Perceived African American Father’s and Mother’s Involvement on Adult Children’s Mental Health

<p>The current study examined the statistical relations between father’s and mother’s involvement and mental health. In addition, the study explored which parent’s involvement was more strongly correlated with mental health. The impact of parental involvement (i.e., warmth, care, affection and overprotection) on global depression and depressive mood and ideation were of particular importance. Another goal of the study was to use an African American adult child sample to extend the research literature and knowledge about African American parenting and to gauge their involvement from a protective rather than risk perspective. The last goal of the study was to determine through hierarchical regression analysis the unique contribution of each parent’s involvement to the participant’s mental health. The sample included 236 African American participants from a regionally accredited Historically Black College and University (HBCU) in Southwest Georgia. Correlation and regression analyses revealed that father’s and mother’s involvement were related to global depression and depressive mood and ideation. Specifically, father’s and mother’s care was related to lower levels of depression but, father’s and mother’s overprotection was related to higher levels of depression. Additional results revealed that ratings of mother’s involvement was usually stronger than ratings of father’s involvement. Findings from this study, however, points to the importance of African American fathers in the development of their children.</p>

Decreasing Risky Behavior on Social Network Sites: The Impact of Parental Involvement in Secondary Education Interventions.

Teenagers face significant risks when using increasingly popular social network sites. Prevention and intervention efforts to raise awareness about these risks and to change risky behavior (so-called "e-safety" interventions) are essential for the wellbeing of these minors. However, several studies have revealed that while school interventions often affect awareness, they have only a limited impact on pupils' unsafe behavior. Utilizing the Theory of Planned Behavior and theories about parental involvement, we hypothesized that involving parents in an e-safety intervention would positively influence pupils' intentions and behavior. In a quasi-experimental study with pre- and post-test measures involving 207 pupils in secondary education, we compared the impact of an intervention without parental involvement with one that included active parental involvement by means of a homework task. We found that whereas parental involvement was not necessary to improve the intervention's impact on risk awareness, it did change intentions to engage in certain unsafe behavior, such as posting personal and sexual information on the profile page of a social network site, and in reducing existing problematic behavior. This beneficial impact was particularly evident for boys. These findings suggest that developing prevention campaigns with active parental involvement is well worth the effort. Researchers and developers should therefore focus on other efficient strategies to involve parents.

Impact of Parental Involvement towards School Education between Boys and Girls

Children are the building blocks of the nation and home is the first and most important school for the child, will ever have. Parental involvement has been recognized as the most important factor to influence the childhood and adulthood. Any enrichment programme, for maximizing the potentials of all the children has to have active parent-child interaction. The role of parents in bringing up their children is quite important both in terms of their devotion with respect to time spent with them, money and other consideration. Parents transmit the culture and custom of society to the incoming generation. Parent involvement implies how the parents involve themselves in developing overall personality of the child. It may be described as the allocation of resources to the child‟s school behavior. Parents‟ involvement in education either in school or at home, will create a partnership between school and parents. The resulting partnership between parents and school will develop effective communication from home to school and school to home. The main objective of the present study was to compare the parent knowledge, attitude and involvement towards school education between boys and girls children. Data was collected with the help of standardized tool „Parent Involvement Scale‟ by Dr. Rita Chopra and Surbala Sahoo. Sample size was 100 boys and girls of IVth and Vth Standards, will be selected from Agra city. Analysis of data was done by percentile technique. Findings of the study indicate that involvement of parents towards boy is more than girls. Although they support both of them but in some areas like tours from schools, outdoor group study, financial matter etc, they still ignore girls.

The role of parents in young people’s education—a critical review of the causal evidence

There is currently a considerable body of research suggesting that parental involvement is linked to young people’s attainment at school. It is also generally agreed that a number of factors such as parental background, attention, warmth and parenting style are associated with children’s later life outcomes. However, although widely assumed on the basis of these associations, the nature of this causal link has not yet been established. This paper summarises what would be needed to demonstrate that enhanced parental involvement produced better attainment and other outcomes, based on establishing an association, the correct sequence of events, sensitivity to intervention and an explanatory mechanism. It then reports on the findings of a systematic review of available and relevant studies, based on this approach. The search for evidence on the impact of attitudes, expectations and behaviour on attainment yielded 1,008 distinct reports. Of these, 77 were directly about the impact of parental involvement. These confirm that parental involvement and attainment are linked, and in the correct sequence for a causal model. There are several plausible mechanisms to explain why parental involvement might have an impact. And most crucially and unlike all other areas linking attitudes and behaviour to attainment, there is promising evidence that intervening to improve parental involvement could be effective.

The Impact of Parental Involvement, Personality Traits and Organizational Support on Satisfaction

The study argues that there are a number of factors that influence job satisfaction of school teachers including; Parental Involvement, Personality Trait (Extraversion and Agreeableness) and Organizational Support (Professional development, Workload and Distribution of Justice). The research uses a questionnaire as a data collection instrument which targeted women primary school teachers from an educational region in Kuwait. Key results found that parental involvement, agreeableness, professional development and distribution justice are factors that significantly influence the level of school teachers’ job satisfaction. Others findings indicate differences between nationalities and marital status of teachers when perceiving workload, distributive justice and satisfaction. The study adds to the existing knowledge of education from Kuwait where this type of study is scarce.

The impact of parent involvement in an effective adolescent risk reduction intervention on sexual risk communication and adolescent outcomes.

Parent involvement in prevention efforts targeting adolescents increases the impact of such programs. However, the majority of risk-reduction intervention programs that are implemented through schools do not include parents, in part because most existing parental interventions require significant time commitment by parents. We designed a brief parent-adolescent sexual risk communication intervention to be delivered with an effective HIV prevention intervention as part of a randomized, controlled trial among 2,564 grade 10 students and their parents in the Bahamas. Mixed effects modeling analysis was conducted to evaluate the effect of the brief parent-adolescent communication intervention using four waves of longitudinal data. Results indicate that a brief parent-adolescent communication intervention is effective in improving parent-adolescent communication on sex-related issues and perceived parental monitoring as well as the youth's condom use skills and self-efficacy. There is a marginal effect on consistent condom use. In addition, there is an apparent dose effect of the brief parent intervention on perceived parent-adolescent sexual risk communication and adolescent outcomes. These findings suggest that adolescent risk reduction interventions should include a brief parent-adolescent communication intervention that should be reinforced by periodic boosters in order to enhance the impact of adolescent HIV prevention programs.

The Impact of Parent Involvement in Preschool Disabled Children

The Impact of Parent Involvement in Preschool Disabled Children

Examining maternal and paternal involvement as promotive factors of competence in African American children in informal kinship care

Grandparents or other relatives are raising over 2.7million children in the United States; and research suggests that the birth parents of these children maintain varying levels of involvement with them and their relative caregivers. However, the impact of parental involvement on children's developmental outcomes remains largely unexplored. This study sought to understand the role of maternal and paternal involvement (each parent's contact with the caregiver, contact with the child, friendliness to the caregiver, and quality of relationship with the child) on competence levels of African American children in informal kinship care. Exploring these relationships are pivotal, especially given the various psychosocial benefits associated with social and academic competence. Findings from the SEM analysis suggest that paternal involvement in informal kinship care is a significant predictor of competence among this sample of African American children. Maternal involvement only revealed a positive trend with competence; however the quality of the mothers' relationship with children was associated with children's competence levels. Implications for future research and social work practice are discussed.

The Impact of Parental Involvement on Student Performance: A Case Study of a South African Secondary School

The purpose of this study was to ascertain how parental involvement in South African schools affects the academic performance of students in mathematics. Literature often claim that involvement of parents results in better academic performance than if parents are not involved. The aim of the research was to see if this relationship exists in South African high schools. The study used a quantitative research approach. Data was gathered using a questionnaire administered to 114 students’ parents. The main findings are that all the parents who responded are highly involved with their children’s education. They have high expectations towards their children’s education and performance. Three parental involvement constructs, that is, parenting, parent –teacher communication and home and family support were found to be positively related to performance. Results further indicate that home and family support is the most significant factor that determines a learner’s performance. Most of the parents consider themselves to have a good communication with their child’s teachers and the school. Children’s homework is considered to be important by each parent and they all assist their children with homework. Thus, it may be concluded that by staying involved with their children’s education, parents do impact positively on the academic achievement of the students. DOI: 10.5901/mjss.2014.v5n8p279

The nature of interactions between Chinese immigrant families and preschool staff: How culture, class, and methodology matter

While the parental involvement field has progressed from asking what the impact of parental involvement is to how we can better involve parents, research has lagged in finding out how sociocultural and class differentials between homes and schools affect immigrant families’ interactions with schools. This case study uses ethnographic tools to examine the nature of interactions between 11 Chinese immigrant families and staff at a low-income preschool. Interview, participant observation, and textual data revealed that the nature in which staff interacted with parents was didactic and one-directional and depended upon parents’ economic–cultural–linguistic capital. Sociocultural differences between staff and parents complicated the interaction, and parental resistance was often misinterpreted. These findings are discussed in light of methodological issues in research as well as how to avoid letting stereotypes, and sociocultural and class differences, hamper the establishment of successful partnerships between schools and immigrant families.

The micro-politics of parental involvement in school education in Hong Kong: ethnocentrism, utilitarianism or policy rhetoric!

The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels of children’s education have been spelled out in many governmental policy documents. This article reports on an interpretive study that explores the micro-politics of parental involvement in school education in two primary schools in Hong Kong. By analyzing the interviews with 14 parents, eight teachers and two principals, together with the field-notes of participant observations in two case study schools, three propositions of power relations between parents and teaching professionals emerge. The findings indicate that in the process of encouraging parents’ participation in school education, teaching professionals demonstrated ethnocentric attitudes towards parents; the notion of “parents as resources” were for pragmatic purposes; and the conception of “parents-as-school-governors” was of policy rhetoric in the process of implementation of home–school cooperation.

The Impact of Parental Involvement on a Structured Youth Program Experience: A Qualitative Inquiry

Parental involvement is an often proposed, but rarely researched, key element of youth programs. Questions remain regarding the impact of parental involvement on program processes and outcomes. Qualitative data were collected over a one-year period with youth participants (n=46), parents (n=26), and teachers (n=5) associated with an international immersion/service learning program for adolescents. Three main research questions guided the data analysis: (1) what role does parental involvement play in the youths’ experience in the program; (2) how does parental involvement in the program influence the parent/child relationship; and (3) what role does parental involvement play in terms of the program’s long-term impact on the youth participants? Findings suggest a relationship between parental involvement in youth programs and improved parent/child communication, bonding, and perceptions of one another. Findings also suggest that having a common ground experience prolonged the experience’s positive post-participation effects.

The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling

Abstract Research in developed countries suggests that parental involvement is associated with youth academic success. However, little is known about the overall impact of parental involvement on youth academic performance in developing countries. Further, it is unclear what type of parental involvement impacts the academic performance of youth from developing countries. This study examines whether parental involvement at home and school are meaningfully different constructs in a population of Ghanaian youth and their parents, and whether parental involvement predicts academic performance. Results suggest a multidimensional construct consists of home and school involvement. The effect of parental involvement on youth academic performance appears to be a function of the type of parental involvement. Home-based parental involvement is positively associated with academic performance, while school-based parental involvement is negatively associated with academic performance. Parental involvement in youth's education has important implications for academic performance. Parental involvement in education has the potential to model positive attitudes toward school as well as adaptive academic practices, thus sending the message to youth that school is important.

A call for parental monitoring to improve condom use among secondary school students in Dar es Salaam, Tanzania

BackgroundThe number of people newly infected with human immunodeficiency virus (HIV) has been decreasing in sub-Saharan Africa, but prevalence of the infection remains unacceptably high among young people. Despite the alarming pervasiveness of the virus, young people in this region continue to engage in risky sexual behaviors including unprotected sexual intercourse. In developed countries, parents can play important roles in protecting young people from such behaviors, but evidence regarding the impact of parental involvement is still limited in sub-Saharan Africa. Therefore, we conducted this study to examine the magnitude of risky sexual behaviors and the association of parental monitoring and parental communication with condom use at last sexual intercourse among secondary school students in Dar es Salaam, Tanzania.MethodsWe conducted this cross-sectional study among 2,217 male and female students aged 15 to 24 years from 12 secondary schools in Dar es Salaam. From October to November 2011, we collected data using a self-administered questionnaire. Multiple logistic regression analyses were conducted to examine the association of parental monitoring and parental communication with condom use at last sexual intercourse, adjusting for potential confounders.ResultsA total of 665 (30.3%) secondary school students reported being sexually active within the year prior to data collection. Among them, 41.7% had multiple sexual partners, 10.5% had concurrent sexual partners, and 41.1% did not use a condom at last sexual intercourse. A higher level of parental monitoring was associated with increased likelihood of condom use at last sexual intercourse among male students (AOR: 1.56, 95% CI: 1.05-2.32; p = 0.03) but not among female students (AOR: 1.54, 95% CI: 0.71-3.37; p = 0.28). The association between parental communication and condom use at last sexual intercourse among both male and female students was not statistically significant.ConclusionsA high level of parental monitoring is associated with more consistent condom use among male students in Dar es Salaam, Tanzania -- many of whom have engaged in high-risk sexual behaviors such as multiple sexual partnerships, concurrent sexual partnerships, and unprotected sexual intercourse in the past one year. Interventions should thus be strengthened to reduce multiple sexual partnerships, concurrent sexual partnerships, and to improve parental monitoring among such students toward increasing condom use.

Parent Involvement: Investigating the Parent-Child Relationship in Millennial College Students

There is evidence of a surge in parent involvement in postsecondary education, and some scholarship suggests that this high level of parent involvement may inhibit epistemological development. Despite these claims, there is little empirical evidence on the level or impact of parent involvement during the college years. The aim of this research was to understand the level and type of college student initiated parent involvement. Results suggest that, although the majority of participants did not involve their parents in decision making, many participants did, but the type of parent involvement ranged from confrontation to thinking about parental expectations. Epistemological orientation was not related to level of parent involvement but did predict type of parent involvement. Theoretical implications are discussed.

Parents' involvement in adolescents' schooling: a multidimensional conceptualisation and mediational model

This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control.

Parent Involvement with African American Families in Expanded School Mental Health Practice

The positive impact of parental involvement on academic success has been well documented, but less is known about parental involvement with African American families. The studies that do exist often label African American families as uninvolved in their children's education. They often overlook the different aspects of participation that are critical to understanding the involvement of African American families. This article discusses the literature on African American parental involvement. Based on the Multicultural Counseling Competencies framework, an approach for working with African American families is described. Specific implications for practitioners working in expanded school mental health are provided.

The Appropriateness Of Parental Involvement In The Job Search Process

This paper explores millennial job seekers and their parental involvement in the job search process. Preliminary work on a scale to measure the “appropriateness” of certain job search behaviors is reported. Ten parental job search behaviors are identified. The appropriateness constructs of “mentoring” and “meddling” are developed and empirically tested. Results indicate that both meddling and mentoring are valid and initially useful constructs in examining the suitability of parental involvement in the job search process. The possible impact of parental involvement in the job search process is then discussed along with possible managerial responses.