Involvement In School Activities Research Articles

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

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

The Role of Teacher Support in Student Engagement through Basic Needs Satisfaction in High School Students

Research shows that teacher support can increase student involvement in school activities or what is known as school engagement. Students who are engaged are better able to adapt and show better academic achievement. Teachers as authority figures in schools play a role in providing the support that students need. Forms of support that teachers can provide to students include teacher involvement, teacher autonomy support and teacher structure. How teacher support influences high school students' school engagement will be seen based on the Basic Needs Satisfaction theoretical framework, namely through fulfilling students' basic psychological needs in the form of fulfilling the need for competence, need for autonomy and need for relatedness. Data were collected using the Teacher Support questionnaire which was constructed by researchers based on the theory of Klem and Connell (2004), the Basic Needs Satisfaction questionnaire was an adaptation of the "Feeling I Have" measuring instrument constructed by Deci and Ryan (2000), while the School Engagement questionnaire was constructed by researchers based on the theory of Fredricks, Blumenfeld and Paris (2004). Data processing was carried out using Mediation Analysis. The results of data processing show that Teacher Support can increase student School Engagement directly or indirectly through the three types of Basic Needs Satisfaction (partial mediation). This research provides implications for schools to focus more on developing teachers' abilities in providing involvement, autonomy and structure support.

Relationship Between Change in Participation and Later Mental Health Problems in Children.

Participation in everyday activities is beneficial for mental health. However, little is known about the extent to which changes in children's participation are associated with later mental health. To investigate the association between changes in the frequency and involvement in home, school, and community activities and subsequent mental health problems in children. Methodology: We recruited 242 school-aged children. Their parents completed the Participation and Environment Measure for Children and Youth twice, and after 2 years, they completed the Strengths and Difficulties Questionnaire. After controlling for demographic factors, hierarchical regression analysis revealed that reductions in children's involvement in home and community activities were significantly associated with elevated levels of externalizing and internalizing problems. Furthermore, an increase in children's involvement in school activities showed significant relationships with better mental health outcomes. These findings inform participation-based interventions for occupational therapists aimed at mitigating children's future mental health problems.

Evaluation of Practical Education for the Courses of Arabic Language and Islamic Education in the College of Education – Kuwait University

This study explores student-teacher interactions, highlighting discussions with associate teachers about educational challenges. It examines the impact of cooperative learning and internet resources on feedback exchange among students and teachers, also noting their active involvement in school activities. The research identifies a keen interest in developing educational situation management skills for teaching Islamic education and focuses on effectively utilising educational tools like the Internet. Furthermore, the study underscores the importance of a comprehensive theoretical framework encompassing Arabic and Islamic education requirements within the school context. The findings reveal multifaceted dimensions of student- teacher engagement, learning strategies, and skill enhancement in practical education.

Daily Optional Physical Education Does Not Counteract Increasing Inactivity by Age among Adolescents.

This paper describes the outcomes of an integrated health promotion programme implemented in a Hungarian high school offering health education in the curriculum, daily optional physical education, teacher training in applying a person-centered approach in teaching, and parental involvement in school activities. The evaluation used mixed methods of which results of the before-6-months-after quantitative survey among pupils is described. The health status and behaviour of students were assessed by applying the Hungarian version of the HBSC questionnaire. Significant improvement was found in the self-rated health of girls (6.6% increase in being of excellent health, p = 0.04), and the consumption of sweets and sugary soft drinks decreased significantly for both genders (boys: -10.2%, p = 0.01; girls: -6.06%, p = 0.04). However, the proportion of physically inactive girls significantly increased (girls: 11.2%, p = 0.01), and substance use did not change significantly. The intervention had significant positive impacts on subjective health and dietary habits and could counteract the secular trend of increasing tobacco, alcohol, and drug consumption by age among adolescents, but this unfortunately does not include physical inactivity. Offsetting the most widespread health risk behavior, physical inactivity, may require mandatory daily physical education in schools.

Parenting and Learner Support in Rural South African Schools: Home Involvement as a Conduit for Strengthening Home-School Partnership

For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools. Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.

“I Buy Paraffin So He Can Read in the Evening” – A Study from Kenya about Parental Involvement in School

The present paper investigates parental involvement in a rural primary school in Kenya. Qualitative interviews have been used to gather information from ten parents, a class teacher and a head teacher. The aim of the case study is to find out how – if at all – parents are involved in their children’s education, and how important parents’ background and involvement in school activities are for their children’s results. It is also interested in determining whether the school-home relationship in rural Kenya may provide new knowledge to the relationship between minority parents and schools in western countries. The findings of the study indicate no shared responsibility between parents and school; the school is solely responsible for students’ education. Normally, parents’ responsibility is limited to providing economic resources: buying school uniforms, books and other necessities. Where the mother tongue is not a school language, some parents also prepare their children for school by code-switching at home: using both the school language and the mother tongue. There is hardly any relationship to be found between parents’ involvement and students’ results. The findings from the study may provide new knowledge about minority parents’ involvement in school in western education.

Effectiveness of Parent Teacher School Management Committee on Quality of Education in Public Secondary School of Tehsil Hub, District Lasbela

Parental involvement in school activities, such as Parent, Teachers, and School Management Committees (PTSMCs), is crucial for improving education quality. This study aims to explore how parents can participate in school learning activities, enabling students to achieve high grades. The study found that most parents believe they are no longer responsible for their children's education, educators oppose parental meddling in school matters, and parents oppose parental meddling in school matters. To compare the effectiveness of education provided by Tehsil Hub of District Lasbela, eight high schools were selected, and 100 participants participated using both qualitative and quantitative research methods. Open-ended questions were used for teachers and parents, while closed-ended questions were used for students. The study found that PTSMC is effective based on firsthand observation. Using a Likert scale questionnaire, the students assessed the quality of PTSMCs performance on several dimensions. The questions on the questionnaire are all closed-ended, making statistical analysis and quantification of the data easy. Data were gathered using a questionnaire, semi-structured interviews, and all available administrative documents. Data was collected through in-person visits and subsequently subjected to statistical and content analysis. There were recommendations given considering the findings.

Parental Involvement Influencing Academic Performance: A Study of Students’ Perceptions

Research studies demonstrate that when parents are maximally involved in their child's academics, it is likely to claim that the child is performing well and confidently at every stage of an academic journey. In the Pakistani context, this integral factor is not only failed to be noticed by the parents but also by the students themselves. Therefore, there seems a dire need to conduct a study that keeps the perceptions of students into account. The current study aims to analyze the perceptions of students about parental involvement influencing their academic performance at semi-government Middle level school of district Sukkur, Pakistan. The population of the study includes 6th, 7th, and 8th graders. Convenient sampling strategy was used to select desired sample. The quantitative research approach was opted using a self-developed questionnaire reviewed by content and construct experts. The data were analyzed through descriptive analysis. The overall findings of this studies show that students perceived that parents should keep monitoring their child's studies, and there should be a parent-teacher communication and child-parent communication as regards the children’s academic performance. The respondents attached importance to parental involvement in school activities. This study recommends some actionable measures to increase parental involvement in Middle level students' academics such as schools should re-develop the (PTA) meetings; teachers must be trained to communicate effectively with parents regarding minute aspect like; child's readiness, and parents should limit the screen time of their child during their study hours. Lastly, the study presents implications for parents, school administrators, and students to bridge the gap.

An Assessment of the Structural and Process Quality in pre-Primary Education in Tanzania: The case of Rural Schools

In recent years, there has been an increase in the demand for early childhood education (ECE) in lowand middle-income countries, including Tanzania. There is also growing awareness that unless ECE is of high quality, children may attend school but may not learn. This study sought to establish the quality of ECE programmes. It was, therefore, important that the researcher investigates whether the ECE programmes were meeting the expectations of the quality indicators and consequently the holistic needs of children in the early years. The study utilized a descriptive survey design. Data were collected throughan observation schedule and questionnaires administered to 45 pre-primary education teachers in Dodoma, Morogoro and Mwanza regions, Tanzania. Data were analyzed descriptively using frequencies, percentages, means and standard deviations.Findingsrevealed that infrastructure, teachers’behaviours, school leadership and child-protection measures were generally fair. While teachers’ qualifications, classroom characteristics, parents’ participation in school activities, equipment and materials were found to be unsatisfactory. By way of conclusion, unsatisfactory structural and process quality of ECEin rural areas calls forregular in-service training for teachers, improving classroom characteristics, increasing parents’ involvement in school activities, and increased budget allocations to pre-primary education (PPE). Addressing these areas can lead to better educational outcomes for children and contribute to their overall academic success.

Social Equity and Clientele Participation: A Cross-National Study of Immigrant Education

How public participation shapes effective and equitable service outcomes has been extensively discussed but rarely tested in the public administration literature. This article examines how parent participation in schools affects overall student performance and whether socially marginalized students benefit more or less when schools involve greater participation. Using a 63-country cross-national educational dataset, we show that parent involvement in school activities is not significantly related to overall student performance, but such efforts reduce the performance gap between immigrant and native-born students. This finding suggests that direct participation can reduce social disparities in program outcomes.

Parental Involvement and Peer Relationships towards Primary School Students Social Awareness

Social awareness is an aspect that emphasises a person's ability to be more empathetic, understanding and to recognize the perspectives and feelings of others in a social context. In order to strengthen social awareness among primary school students, parental involvement and peer relationships play an important role. A quantitative study using a survey research design was conducted to identify the relationship between parental involvement and peer relationships with the primary school students’ social awareness. A total of 410 primary school students aged between 10-12 were selected as respondents for this study through a simple random sampling technique. The research instrument used was adapted from the Family Involvement Questionnaire (FIQ), Qualities of Classroom Friends (QCF), Social Awareness Scale (SAS), and Social and Emotional Competencies Questionnaire (SEC-Q). The results of this study showed that the level of parental involvement was at a moderately high level (m = 3.36). Similarly, the level of peer relationships and the level of student social awareness were also found to be at a moderately high level with (m = 3.65) and (m = 3.71), respectively. Pearson’s correlation analysis showed a positive and significant relationship between parental involvement and social awareness of primary school students (r=0.531, p<0.001). Additionally, Pearson's correlation analysis also showed a positive and significant relationship between peer relationships and social awareness of primary school students (r=0.405, p<0.001). This study has implications for parents to realise the importance of their involvement in school activities and their children's daily activities in contributing towards students’ level of social awareness. The findings of this study can serve as a guideline for parents and educators to take the initiative in helping students build healthy friendships with peers so that students' social awareness skills can be enhanced.

Disability and homeschooling: Parents experiences in Kazakhstan

AbstractThere are several special education provisions for children with disabilities in Kazakhstan, including home education which is characterized as an alternative model of education to mainstream and private educational organizations. Hence, parents become the central figure in managing the home education process as the meeting special needs of children depends on their knowledge and experience. The present study explores parents’ experiences in home educating a child with special needs in one town outside the capital city of Nursultan. The data was collected through face‐to‐face interviews with six parents in a qualitative multiple case study design. The findings highlight the way the diagnosis of a child’s special needs impacts the psychological, social and financial dimensions of parents’ life. Moreover, the findings of the present study illustrate some of the challenges and opportunities parents experience in home‐educating their children. These include teachers’ specialised knowledge and skills, social isolation, involvement in school activities, and the provision of educational resources for home education.

Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada

ABSTRACT Preschool is a particularly opportune time to introduce measures that promote parental school-based involvement, as this is when the initial contact with the school is made. In Québec, a French-speaking province in Canada, voluntary school-based preschools for 4-year-olds have been offered to families in disadvantaged neighbourhoods. A component for parents comprised of 10 activities was developed specifically to promote parent involvement from the beginning of their child’s schooling. However, some parents are more likely than others to encounter barriers that curtail their participation in these activities. Seventeen teachers working in preschools for 4-year-olds in targeted areas and 25 of their parents participated in this qualitative study. The study’s objective was to identify the barriers to participation among parents whose involvement in school activities during the school year was low. Based on Hornby and Lafaele’s conceptual model, a phronetic iterative analysis was used to describe the experiences reported by teachers and parents. Finally, the four main findings emerging from this study were formulated, and avenues for reflection by school-based preschool personnel were put forward.

School Leadership and Curriculum Implementation: Challenges and Constraints in the Zimbabwean Education System

The research examined the challenges that rural school heads faced in implementing the new curriculum in Zimbabwe. Six primary school heads participated in this study. Curriculum changes were initiated as a key focus to restructuring the educational system with a strong emphasis placed on its implementation. The changes were intended to improve the quality of education for the benefit of learners. Qualitative and quantitative research approaches were employed, and the case study research design was used. The population comprised of twenty-eight primary schools in Mutoko district and from these six primary schools were purposefully selected. Interview guides, observation guides and document analysis schedules were used in this research study. The use of the three methods of gathering data was meant to increase the validity and reliability of the findings. The data from interviews were transcribed word for word and that from observations and document analysis were coded and then classified into different categories of themes. Findings revealed that teacher expertise, inadequate resource materials and lack of parental involvement in school activities were challenges that school heads faced in implementing the new curriculum. It was found out that Ministry involvement was greatly needed to equip schools with the requisite teaching staff and adequate resources for effective implementation of the new curriculum to take place.

The Effect of Parental Involvement in the Education of Children with Dyslexia in the Wum Municipality Cameroon

Purpose: The goals of this study were to determine the effects of home facilities on children's education with dyslexia, as well as to investigate the extent to which the scope and contents of geography influence students' attitudes toward volunteerism in children with dyslexia. Methodology: The study used a descriptive survey research design and four research questions to guide the literature review. A 40-item close ended questionnaire was used to collect data from a sample of 20 children and parents from three primary schools in the Wum municipality using the simple random sampling technique. Findings: According to the findings, 74.5% of parents strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 25.5% of disagreed. About 70.5% of parents strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia and 29.5% of parents disagreed parental volunteerism has no influence on the education of children with dyslexia. About 54.5% of parents strongly agreed that their decision making have an impact on the education of children with dyslexia and 45.5% strongly disagreed and disagree saying that decision making have no impact on the education of children. A total of 60.5% of children strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 39.5% of disagreed to the established items under this research question. About 74% of children strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia as can be seen above and 26% of children disagreed parental volunteerism has no influence on the education of children with dyslexia. A total of 61% of pupils strongly agreed that decision making has an effects on the education of children with dyslexia and also 31% of pupils strongly disagreed that decision making does not has an effects on the education of children with dyslexia. Conclusion: Thus from the average percentage score on this research question it clear that respondents overwhelmingly accepted the fact that teachers skills has a positive influence on their academic performance. Recommendations: The study recommended that schools develop and maintain allies between schools and communities for better children's performances with dyslexia. Schools should devise models of supervising and ensuring parental involvement in school activities and schooling for their children. The study also recommend schools to develop monitoring and evaluation measures to access performance, progress, outcome, and impact of engagement strategies.

Does Parents’ Valence toward School Relate to their Perceptions of Invitation to School Involvement?

Parents’ involvement in children's schooling is usually affected by their prior personal experience with schooling. Thus, if we want to assess parents’ involvement in school activities and their children's learning it is crucial to assess their prior personal experience with schooling. This study, therefore, examined the relationship between parents' self-reported valance toward school and their perceptions of invitations to the involvement of the school, teachers, and their child. The study involved 1176 low-income parents of children from 55 primary schools in four regions in Northern Tanzania. A multivariate linear regression model showed that parents' prior schooling experience (school valence) has a statistically significant effect on parents' perceptions of general invitations from school, teachers, and specific invitations from the child. Results showed that the school attributes could affect the relationship between parents' valence and their perceptions of involvement invitations. Possible interventions to promote inclusive parental involvement through supportive schools will be discussed.

A comparative study of academic anxiety among secondary school students in relation to the parental involvement

The present study aimed to examine the gender and locality differences in relation to academic anxiety and parental involvement of secondary school students. Furthermore, it explored the relationship between parental involvement and academic anxiety in the sample. This study was conducted on a sample of 600 randomly selected secondary school students aged 14 to 16 years studying in government schools in the state of Haryana. The AASC (Academic Anxiety Scale for Children, 2011) by Singh and Gupta and the PIS (Parental Involvement Scale, 2009) by Chauhan and Arora were used to measure academic anxiety and parental involvement, respectively. Results revealed that academic anxiety was significantly influenced by gender and locality. In addition, there was a significant difference in parental involvement based on gender and locality. Academic anxiety was found to have a significant positive correlation with parental involvement. The results can be used to improve educational programming that addresses academic anxiety of students by fostering a healthy relationship between the home and school through parental involvement in school activities and homework.

Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.

Effects of the Change in Activity Participation During the COVID-19 Pandemic on Children's Mental Health.

Coronavirus disease 2019 (COVID-19) containment measures such as school closure have been implemented to curb the spread of the virus among children. Subsequent changes in children's participation in daily activities may exacerbate the risk of mental health problems among them. To examine the relationship between children's activity participation and mental health before and during the pandemic. Pretest-posttest design. Communities in Hong Kong. Children (N = 114; 60 boys, 54 girls; M age 11 yr, 4 mo) who participated in a previous school-based study. Outcomes and Measures: Parents completed the Participation and Environment Measure for Children and Youth and the Strengths and Difficulties Questionnaire for their children. Parents completed the questionnaires before and during the pandemic. They reported a significant increase in their children's externalizing problems and a decrease in prosocial behaviors during the pandemic. Increased externalizing problems were found to be significantly associated with less frequency and involvement in school activities and less involvement in community activities. Significant associations were found between decreased prosocial behaviors and reduced participation in all types of activities. Pandemic-related restrictions on children's participation were unfavorably related to their mental health. Strategies and services that promote children's involvement in daily activities are needed to decrease the risk of mental health problems during the COVID-19 pandemic. What This Article Adds: Pandemic-related restrictions (e.g., school closure or social distancing) on activity participation unfavorably affect children's mental health. Occupational therapy practitioners can play an important role in promoting children's involvement in daily activities so as to prevent mental health problems among children.