Levels Of Parental Involvement Research Articles

Parental Involvement and Academic Performance of Education Students in a State University in the Philippines

The study is focused on investigating the Parental Involvement and Academic Performance of Education Students in a State University in the Philippines. The study utilizes a descriptive correlational method wherein it describes and seeks to find out if there is a significant relationship between the level of parental involvement and the academic performance of Education students. The study’s respondents are the Education students of Cebu Technological University – Naga Extension Campus. They were selected using simple random sampling. The administration of the questionnaire was done using the online platform. The study yielded that in terms of parental involvement, the students perceived that their parents are relatively involved with their schooling. Likewise, the education students enrolled in State universities are performing very well academically. Furthermore, the study also found a significant relationship between the level of parental involvement and the academic performance of the student. Thus, the more the parents are involved in the school life of their children, the better their academic performance. It is recommended school authorities should design programs and activities that would increase parents’ involvement in their children’s school life.

Parental Involvement in the Academic Performance of Students in Ghana: Socio-Economic Status

The purpose of the study was to assess the socioeconomic status and levels of parental involvement on the academic performance of Junior High School Students in the Upper West Akim District in Ghana. The study adopted the quantitative approach and specifically used the descriptive survey design. Simple random sampling and purposive sampling techniques were used for the selection of schools and respondents for the study. The main instrument used for data collection was questionnaire. The Statistical Product and Service Solutions (SPSS) software version 22 was used for analysis of data gathered. The study concluded that, parents’ socioeconomic status specifically; education, occupation and income levels, is an important factor that determines the academic performance of students in the Upper West Akim District. The educational and income statuses have a positive relationship with the academic performance of students. The findings from the study also revealed that, parents who ensure that their children study at home, provide their educational needs, discuss their progress with their teachers and attend PTA meetings regularly have children who perform better academically as compared to children whose parents do not see to it that their children study at home, provide the educational needs of their children, discuss their children’s learning with teachers and attend PTA meeting regularly. It is recommended that, Considering the strong positive relationship between parental involvement and academic performance, it is recommended that government through the National Commission for Civic Education (NCCE) should educate parents, teachers and school managers on the relevance of parental involvement in the education of the child and the need for the school to create an atmosphere that would involve parents in the education of their wards. It is also recommended that, adult literacy should be enhanced by government to improve the level of education of parents in the Upper West Akim District which will go a long way to improve participation of parents in children’s education and hence improve their academic performance.

PARENTAL INVOLVEMENT TO THE LEARNING TASKS ON LEARNERS’ACADEMIC PERFORMANCE IN TECHNOLOGY AND LIVELIHOOD EDUCATION

The major objective of this study was to determine the effect of parental involvement on the learners? learning tasks and academic performance in the implementation of remote learning among the selected Grade 6 learners in Pagsawitan Elementary Schools in the municipality of Santa Cruz, division of Laguna. This study would individually analyze the three concepts; level of parental involvement, learners? learning task, and academic performance in remote learning in the TLE subject. Then, it also investigated and aimed to answer the following questions. First, what is the level of parental involvement in teaching TLE in terms of appropriate language; discipline; focus and attention; knowledge about the curriculum; parent-child relationship. Second, what is the level of learning task in TLE as to activity sheets; practical tests; and teacher-made assessments? Third, what is the level of academic performance of Grade 6 TLE learners as to 3rd quarter grade? Fourth, does parental involvement have a significant effect on the learning task in TLE of Grade 6 learners? And lastly, does parental involvement have a significant effect on the academic performance of Grade 6 learners? The respondents to the survey consisted of fifty-five (55) sixth graders and fifty-five (55) parents from Pagsawitan Elementary School in Santa Cruz County, Laguna, collecting the necessary information to answer the survey questions. The descriptive research method was used. Mean, standard deviation, frequency, and percentage have been utilized to measure the students? performance. Regression analysis was utilized to measure the effect between the independent and dependent variables. Based on the statistical treatment, the findings show that there is no significant effect on parental involvement in the learning task in TLE of Grade 6 learners. The overall mean of 88.00 indicates that the performance of the learners in the activities was very satisfactory. This means that based on the average academic performance in the 3rd quarter grade, learners were very competent. The findings show that learners' academic performance improved in the third quarter. It implies that parents successfully support and encourage their children to focus, and possess the proper discipline to handle their studies well, thus attaining high academic performance. From the findings above, it can infer that the results are all more than 0.05 level of significance, which implies that there is no significant effect between the parental involvement and the learning task in TLE in terms of activity sheets, practical tests, and teacher-made test also on the academic performance of the learners. The null hypothesis stating that ?The level of parental involvement has no significant effect on the learning task and academic performance in TLE of Grade 6 learners in Pagsawitan Elementary School? is accepted. Thus, this study recommends various courses of action that would serve to benefit the various stakeholders of education.

Supportive care patterns in children with autism spectrum disorder

The incidence of autism is increasing day to day and it has increased significantly in the last decade. There have been many studies on the treatment of Autism Spectrum Disorder (ASD) in children. The objective of this review study is to have a comprehensive look at the existing patterns. This review was performed based on the Preferred Reporting Items for Systematic Reviews (PRISMA) protocol. The databases of ISI, Scopus, Science Direct, Medline, Google Scholar, Magiran, SID, Iranmedex, pubmed and Cochran databases were independently searched by two researchers using MeSH keywords. We included the studies published in different regions of Iran from 2010-2019. The obtained data were analyzed using the meta-analysis technique. Then we extracted reference number, chronological order, sex, age in database. The type of study, the method of implementation, the type of treatment, the outcome and the level of parental involvement have been studied. A total of 35 articles were collected from which 22 articles were related to treatment patterns. The collected results were assessed in the intervention. In general, treatment models were structured and unstructured these models was used to specific age groups, or all age groups.

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.

How Do Adolescents Manage Information in the Relationship with Their Parents? A Latent Class Analysis of Disclosure, Keeping Secrets, and Lying

The use of disclosure and concealment strategies by adolescents in the relationship with their parents may have important implications for their adjustment. Few studies of adolescents’ information management have taken a person-centered approach, yet it is a useful way to understand variations in how they regulate information shared with their parents. This study explored adolescents’ information management constellations with their mothers and fathers, and how these patterns differ in terms of perceived need-supportive parenting, autonomous reasons for disclosure, and problematic alcohol use. Three hundred thirty-two Swiss adolescents (45% female; Mage = 15.01 years) reported information management strategies used with each parent (disclosure, keeping secrets, lying), perceptions of maternal and paternal need-supportive parenting (involvement, autonomy support, structure), autonomous reasons for disclosure, and problematic alcohol use. Latent class analyses revealed three classes: Reserved (37%), Communicators (36%), and Deceptive (27%). Comparisons across classes showed that adolescents in the Communicators class reported the highest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Adolescents in the Deceptive class reported the lowest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Associations between classes and problematic alcohol use were also found, such that the likelihood of problem drinking was greater for adolescents in the Deceptive class. These findings underscore the importance of continued information sharing with both parents, and underline how a need-supportive parenting context may encourage adolescents to talk voluntarily.

INVESTIGATION OF THE EFFECT OF ADAPTATION TRAININGS FOR PARENTS OF PRIMARY SCHOOL STUDENTS ON THE LEVEL OF FAMILY PARTICIPATION AFTER THE PANDEMIC

The aim of the study is to examine the effect of the integration training given in educational institutions on the level of parent involvement of parents. 674 parents of students with primary school education in Tuzla district of Istanbul participated in the study. 327 of the parents of the students stated that they participated in the integration training, 347 of them did not. 60 male parents and 614 female parents participated in the research. 200 of the parents of the students have primary school, 124 secondary school, 209 high school, 141 have undergraduate and higher education level. The grade level of the students whose parents are students is determined as 151 1st grade, 204 2nd grade, 192 3rd grade and 127 4th grade students. “Parent Participation Scale” was used as a data collection tool in the research. In the analysis of data; frequency distributions, normality analysis, t test and ANOVA analysis were used. As a result of the research, when the effect of parent gender on the level of parent participation is examined, it is seen that women reach higher meaningful results, primary school graduates have significantly lower scores in terms of education level, and parents who participate in adaptation training have significantly higher scores than parents who do not participate in adaptation training. The findings obtained from the research were discussed and interpreted within the scope of the literature. It is seen that the integration trainings provided contribute to the family participation levels of the parents, that the families benefit from these trainings and are willing to add value to themselves in this sense. Useful results have been obtained in order to increase family participation in the post-pandemic normalization process. The planned and systematic nature of the organized training activities increases the effect of the level of benefit received. For practitioners and researchers; Suggestions such as planning studies in which fathers participate more actively in education, simple, plain and understandable educational content, and conducting similar trainings at all levels can be listed.

An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement

This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged children the most and fostered the most pretend play and sharing, regardless of indoor or outdoor environment. Directed play elements were associated with increased levels of parent involvement with their children at the exhibit, particularly outdoors. These novel results demonstrate how exhibit-level factors influence parent and children’s engagement in informal contexts. Implications for children’s autonomy in guiding their own informal learning experiences and recommendations for museum exhibit space design are discussed.

Coparenting and parental involvement in education: the mediating role of motivational beliefs

ABSTRACT This study aimed to examine parental involvement in early childhood education in relation to coparenting relationships and motivational beliefs regarding parental involvement in education. In line with the aim of the study, an explanatory correlational research design was adopted. The data for the study was gathered from 1,618 heterosexual parents of preschoolers in Turkey through multiple data collection instruments: a demographic information form, the Coparenting Relationship Scale, the Role Activity Beliefs Scale, the Self-Efficacy Beliefs Scale, and the Family Involvement Questionnaire. To address the aim of the study, an initial and a final model were created and tested, to explore the direct and indirect relationships between the study variables. These models first explored whether coparenting predicted motivational beliefs and parental involvement and, second, investigated motivational beliefs as mediators of the relationships between the quality of coparenting and the levels of parental involvement in education. The results of the analysis indicated that coparenting support was directly and positively linked to role activity and self-efficacy beliefs; however, coparenting undermining was directly and negatively linked to self-efficacy beliefs, school-based involvement, and home-based involvement. Role activity and self-efficacy beliefs fully mediated the relationship between coparenting support and parental involvement. Moreover, self-efficacy partially mediated the relationship between coparenting undermining and parental involvement. In conclusion, the current study revealed that the qualified relationships between parents in their parenting, associated with their individual motivational beliefs, can enhance parental involvement in education.

Parental Involvement in the Implementation of Personal Hygiene Practices for Students with Special Needs

This study aims to identify the level of parental involvement in the implementation of personal hygiene practices for children with special needs in Klang district. This study used a quantitative design, a survey study that utilized questionnaire method in data collection. The questionnaire instrument used in this study was taken from the previous study and modified according to the research objectives. The reliability value for the instrument was 0.87 and this instrument had been validated by two experts in the field of special education and language. The questionnaires were distributed using Google Form to the target parents. A total of 100 parents were selected by simple random sampling as respondents. Data obtained through the questionnaires were analyzed using ‘Statistical Package for the Social Science’ (SPSS) version 23.0 in the form of descriptive analysis. The findings showed that the total mean score for the knowledge level of parents was 4.70 which was very high. Meanwhile, the mean score level for the parental involvement in the personal hygiene care of students with special needs was 4.47, which was also very high. The findings also showed that there was a significant relationship between the knowledge and practice of parents in the hygiene care of special needs students. In conclusion, the level of parental involvement was very high in the hygiene practice of students with special needs in Klang district. It is hoped that this study can increase the awareness of personal hygiene among students with special needs through the role played by the parents.

Content analysis of parent training programs for children with neurodisabilities and mental health or behavioral problems: a scoping review

Purpose Several systematic reviews have examined parent training programs for families of children with autism spectrum disorder (ASD). The present review expands on this literature by describing the components, delivery methods, and level of parent involvement in parent training programs that target families of children with any neurodisability and comorbid disruptive behavior or other mental health problem. Materials and methods Following a scoping review protocol, the search strategy included randomized controlled trials of parent training programs conducted with families of children with neurodisabilities and comorbid disruptive behavior or mental health problems. Study characteristics, program content, delivery methods, and theoretical frameworks were extracted from eligible studies. Results A total of 22 articles were included from the 453 full-text articles initially screened. Thirteen different programs fell into two general categories based on whether they targeted child disruptive behavior or anxiety. Analysis of the content yielded five themes: child skill enhancement, parenting as enacted, parenting as experienced, disability-related parenting, and parent–child relationships. The theoretical underpinnings were identified, when possible, from each study. Conclusions Parent training programs for parents of children with neurodisabilities targeting child anxiety involved parents in a complementary role in treatment while those targeting disruptive behavior involved parents in a primary role in creating behavior change. We suggest that the extent of parent involvement in interventions be guided by theory rather than diagnosis of the child. Implications for rehabilitation Parents of children living with neurodisabilities play a key role in delivering interventions to address comorbid mental health or behavioral problems. Parent training programs for families of children with neurodisabilities vary in relation to their aims, involvement of parents in delivering interventions, disability-specific content, and delivery methods. When referring families, rehabilitation professionals should be aware of aspects of child, parent, and family relational well-being targeted by parent training programs and, when feasible, give families a choice of the style of program to meet their needs.

Parental Involvement and Academic Performance of High School Students: A Correlational Study

The main purpose of this study was to examine the correlation between parental involvement (PI) and academic performance (AP) among junior high school (JHS) students in selected schools in Cebu. This study employed a quantitative correlational design. There were thirty (30) JHS students who participated in this research who were identified using a simple random sampling method. Descriptive statistical tools, particularly mean and standard deviation were used to describe the level of PI and AP of the students. Consequently, the Pearson product-moment coefficient of correlation test was run to assess the correlation between PI and AP among JHS students. Based on the findings, it showed that there is a very low negative correlation between the two variables. Thus, there is no significant correlation between PI and AP among JHS students, r (30) = - .06, p = .74. With these results, the null hypothesis was not rejected since the p-value is greater than the significance level, p > .05. Therefore, PI does not affect the AP of the students. Findings suggest that educational staff and administrators be able to identify other factors that influence the AP of the students. Because the scope of this study is restricted within the perception of students towards PI, it would be better for the future studies to let the parents of the students be involved, and their side will be taken into consideration; new variables in the inquiry – motivation and self-competence among students; and to conduct a qualitative or a mixed-method study for future studies about the topic.

Parents' Attitudes Toward Domestic Violence as a Risk Factor for Early Childhood Development: Testing an Actor-Partner Interdependence Model Using UNICEF MICS.

Purpose: While the importance of domestic violence has been examined in relation to parenting behaviors and child development, less is known about the link between justifying attitudes toward wife beating and parenting, especially in low- and middle-income countries (LMIC). This study employs an actor-partner interdependence mediation model to examine how parents' justifying attitudes toward violence against women relate to their own (actor effects) and their partners' (partner effects) level of parental involvement, which then influence their preschool children's early development. Method: Using data from mothers, fathers, and children in 16,010 families residing in LMIC that participated in UNICEF's Multiple Indicator Cluster Survey Waves 4-5-6 and a dyadic mediation modeling approach, we have examined the associations between maternal and paternal justification of violence against women, parental involvement, and children's early development. Results: Results revealed that mothers' greater justification of violence against themselves were associated with decreased level of maternal (actor effect) and paternal (partner effect) involvement, while fathers' greater justification of violence against their wives was related to decreased paternal involvement (actor effect). Furthermore, mediation tests indicated that paternal justification of violence was negatively and indirectly associated with early childhood development through paternal involvement. Moreover, maternal justification of violence was negatively and indirectly associated with early childhood development through both maternal and paternal involvement. Conclusion: Mothers' and fathers' justifying attitudes toward domestic violence emerge as a possible risk factor for child development that can be addressed by preventive interventions.

Prenatal maternal stress, child internalizing and externalizing symptoms, and the moderating role of parenting: findings from the Norwegian mother, father, and child cohort study.

Few studies have examined how parenting influences the associations between prenatal maternal stress and children's mental health. The objectives of this study were to examine the sex-specific associations between prenatal maternal stress and child internalizing and externalizing symptoms, and to assess the moderating effects of parenting behaviors on these associations. This study is based on 15 963 mother-child dyads from the Norwegian Mother, Father, and Child Cohort Study (MoBa). A broad measure of prenatal maternal stress was constructed using 41 self-reported items measured during pregnancy. Three parenting behaviors (positive parenting, inconsistent discipline, and positive involvement) were assessed by maternal report at child age 5 years. Child symptoms of internalizing and externalizing disorders (depression, anxiety, attention-deficit hyperactivity disorder, conduct disorder, and oppositional-defiant disorder) were assessed by maternal report at age 8. Analyses were conducted using structural equation modeling techniques. Prenatal maternal stress was associated with child internalizing and externalizing symptoms at age 8; associations with externalizing symptoms differed by sex. Associations between prenatal maternal stress and child depression, and conduct disorder and oppositional-defiant disorder in males, became stronger as levels of inconsistent discipline increased. Associations between prenatal maternal stress and symptoms of attention-deficit hyperactivity disorder in females were attenuated as levels of parental involvement increased. This study confirms associations between prenatal maternal stress and children's mental health outcomes, and demonstrates that these associations may be modified by parenting behaviors. Parenting may represent an important intervention target for improving mental health outcomes in children exposed to prenatal stress.

Influence of Parental Involvement on Secondary Level StudentOutcomes

This review examines research on the influence of parental involvement onsecondary level student outcomes. The review considers the positive and negativeeffects of parental involvement on students’ academic achievement, social andemotional wellbeing, and educational aspirations. The review also examines thefactors that may affect the effectiveness of parental involvement, such as familybackground, cultural values, and school context. The review finds that parental involvement can have both positive and negative effects on secondary student outcomes, with the most beneficial results seen in families with high levels of parental involvement and positive parent-child relationships. The findings suggest that parental involvement has the potential to improve academic achievement, social and emotional wellbeing, and educational aspirations of secondary level students, however, there are various factors that can influence the effectiveness of parental involvement.

PARENTAL INVOLVEMENT AND SCIENCE ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KOHIMA, NAGALAND

Unlike olden days, the trending world nowadays demands a lot of involvement of parents in the education of their children and there is widespread support for the same, in order to enhance academic achievement. Schools today are no longer considered to be the only source providing education to the students, but parents are thought to play an integral role in the entire education process. The main aim of this study was to explore the level of parental involvement and academic achievement in science subject among secondary school students. The study was conducted on a sample of 160 students selected from rural and urban schools of Kohima district in Nagaland. Statistical techniques t-test and Karl Pearson’s Product Moment Correlation (r) was used to analyse the data. Findings of the study revealed that Parental Involvement of the students was very high in majority of the students (76.25%) and the Achievement level in Science was found to be below average with a mean value of 21.6. Positive correlation was found between the two variables (r = 0.165, p is less than 0.05).

Gender Differences in Perceived Family Involvement and Perceived Family Control during Emerging Adulthood: A Cross-Country Comparison in Southern Europe

The aim of the present study was to explore gender differences in perceived parental involvement and perceived psychological and behavioral control during emerging adulthood in two Southern European countries (Spain and Portugal). Data were collected from 491 Portuguese and 552 Spanish undergraduate emerging adults (53.7 % women and 46.3 % men) aged between 18 and 29 years (M = 20.24 and SD = 2.12). Results indicated that women perceived higher levels of parental involvement than men in both countries, and men perceived more behavioral control than women in Portugal. Furthermore, gender was found to moderate the association between perceived parental involvement and perceived psychological and behavioral control differently in each country. Taken together, our findings suggest that gender-differentiated socialization patterns persist during emerging adulthood and that these patterns may be affected by the sociocultural context.

School's out: Parenting stress and screen time use in school-age children during the COVID-19 pandemic.

Background During the COVID-19 pandemic, millions of children abruptly moved to online schooling, which required high levels of parental involvement. Family routines were disrupted, potentially increasing parental stress, and may be reflected in greater media screen time use in children.Objectives To determine whether (1) parenting styles and (2) parenting stress were associated with children's screen time use during the pandemic compared to the pre-pandemic period.Methods Parents (> 18 years of age) were recruited to complete an online survey regarding changes in their children's (6–12 years) screen time use and daily activities before and during the pandemic. Stress and parental involvement were assessed using the Perceived Stress Scale (PSS) and Alabama Parenting Questionnaires respectively. General linear models assessed whether parenting style and parent stress were associated with children's screen time during the pandemic, adjusting for demographic variables and daily activities.Results 104 parents were enrolled, and 73 (70.2%) parents completed the surveys. Children's screen time (e.g., watching television and playing video games) increased significantly, from 2.6 to 5.9h a day (p = .001) during pandemic-related school closures. Fewer changes in children's screen time use were significantly associated with greater parental involvement (p = .017). Parent stress (p = .018) significantly predicted children's screen time use. Lower household income was associated with increased hours of screen time in both models (both, p < .05).Conclusions: Children's screen time increased significantly during the initial months of the pandemic. Parent stress and parenting styles may be modifiable risk factors to promote children's well-being during the ongoing pandemic.

The Impact of Parental Presence on Their Children During Painful Medical Procedures: A Systematic Review

Whether parental presence during their children's painful medical procedures is advantageous with regard to children's pain-related outcomes is questionable. Research on this topic is equivocal, and additional questions, such as whether levels of parental involvement may play a role as well, remain to be addressed. The purpose of this systematic review is to summarize and critically appraise the literature on the impact of parental presence vs absence during their children's painful medical procedures on the child's pain-related outcomes. The review protocol was registered on Prospero (ID CRD42018116614). A systematic search in PubMed, Web of Science, and PsycArticles resulted in 22 eligible studies incorporating 2,157 participants. Studies were considered eligible if they included children (≤18 years old) undergoing a painful medical procedure and compared parental presence and/or involvement with parental absence during the procedure. The children's pain-related outcomes included self-reported pain intensity, self-reported fear, anxiety and distress, observed pain-related behavior, and physiological parameters. Overall, evidence points in the direction of beneficial effects of parental presence vs absence with regard to children's self-reported pain intensity and physiological parameters, whereas mixed findings were recorded for children's self-reported fears, anxiety and distress, and observed pain-related behaviors. To provide clear recommendations on how to involve the parent during the procedure, as well as for which type of children and parents parental presence has the best effects, further research is needed, as indicated in this review.

The relationship between the time spent in family environment and preschool language development

The goal of this study was to identify and to assess the characteristic aspects regarding the preschool language and communication development depending on the quality and quantity of the allocated parental time, as well as on the characteristics of the family environment. The sample included 155 children aged 36 – 71 months old (M = 52.61, SD = 10.40) and their parents. The results of present research suggest that an increased level of parental involvement in structured activities predicts an increased level of language development, an increased level of time spent in familial environment predicts an increased level of language development, at the same time, the relationship between parental involvement in family learning activities is moderated by the chronological age of preschool children in the sense that at an early age, the effect of parental involvement in structured activities and time spent by parents with children on language development and the parents involvement in structured activities and the time spent by parents with children on extraverbal features is stronger compared to that related to older ages. Findings highlight the unique contributions of parental implication and the quality time on preschool language development.