Levels Of Parental Involvement Research Articles

Evaluating the Long-Term Effects of Parental Involvement in Child’s Education

This study investigates the long-term effects of parental involvement in a child’s education, utilizing a mixed-methods approach that combines quantitative and qualitative data collection and analysis. The study employs co-relational analysis to explore the potential association between the degree of parental involvement throughout childhood and subsequent educational attainment, career choices, and self-reported life satisfaction in adulthood. The research utilizes a sample of 200 individuals aged 25-60, with varying levels of parental involvement reported through retrospective self-reports and parent-teacher communication records from their school files, obtained with informed consent.

Identifying and Navigating the Barriers of Parental Involvement in Early Childhood Education

Parental involvement in early childhood education significantly impacts children's academic, socio-emotional, and behavioral outcomes. Extensive research indicates that parental involvement plays a more influential role in a child's academic success compared to socioeconomic status, race, ethnicity, or educational background. However, a noticeable gap exists between the desired and actual levels of parental involvement, often attributed to identifiable barriers. This study aims to delineate these obstacles and proposes cost-effective, actionable steps to overcome them. We introduce specific strategies that enhance the home-school partnership and recommend that schools actively teach and promote these activities. These practices highlight the dual importance of parental support for school-based learning and school support for home-based activities.

The mediating role of Self-Competence in the relationship between parental involvement and support and Children’s social Skills: Evidence from China

This study explores the possible mediating role of children’s self-competence between parental involvement and support and social skills. Five hundred and ninety-five children’s parents and teachers responded to the questionnaire consisting of the following instruments: the Chinese Parental Involvement and Support Scale for Preschool Children (CPISSPC), Children's Social Skills Parent Assessment Questionnaire (CSSPAQ), and the Self-Competence Teacher Assessment Questionnaire (SCTAQ). The results indicated that: (1) children who received higher levels of parental involvement and support showed better self-competence and social skills; (2) the relationship from parental involvement and support to social skills was partially mediated by children’s self-competence, which indicated that children received higher levels of parental involvement and support would develop better self-competence, and thus lead to the enhancement of their social skills. The findings of the present research indicate that increasing parental involvement and support could be an effective strategy of family intervention for children who are disadvantaged in social skills and risk poor social adjustment.

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

Self-care activities in pediatric patients with type 1 diabetes mellitus.

Effective diabetes self-management and collaborative responsibility sharing with parents are imperative for pediatric patients with type 1 diabetes mellitus, particularly as they gradually assume more self-care responsibilities. The primary goal of this study was to assess differences in adherence to self-care activities regarding sociodemographics and clinical characteristics in pediatric patients with type 1 diabetes. The secondary goal of this study was to understand the level of parental involvement in diabetes management and to assess the pediatric patients' behaviors (independent or dependent on disease self-management) that relate to sociodemographic and clinical characteristics. This was a comparative cross-sectional and correlational study. The study sample included 182 children and adolescents who had been diagnosed with type 1 diabetes at least 3 months prior. Data collection instruments included a sociodemographic and questionnaire about Adherence to self-care activities and parental involvement in diabetes self-management, as well as a documentation sheet for recording clinical data. A majority of participants (71%) exhibited non-adherence to self-care tasks, despite 78.0% asserting their independence in diabetes self-management. Notably, insufficient parental involvement in administering insulin therapy significantly predicted severe hypoglycemic episodes. Pediatric patients dealing with type 1 diabetes demonstrate a substantial degree of autonomy in managing their condition, paradoxically coupled with self-reported non-adherence to critical self-care responsibilities. Notably, children (aged 8-12) rely more heavily on parental support, especially concerning insulin therapy administration. The study underscores the crucial role of parental engagement in insulin therapy, as its deficiency significantly predicts the likelihood of severe hypoglycemic episodes.

The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China

The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.

Hovering Is Not Helping: Relationships among Helicopter Parenting, Attachment, Academic Outcomes, and Mental Health in College Students

Helicopter parenting (or overparenting) refers to developmentally inappropriate or intrusive tactics to control a child’s behavior. Helicopter parents are usually trying to help their children, but their behavior has been associated with adverse academic, adjustment, and mental health outcomes in older children (i.e., adolescents, young adults), who should be developing more autonomy. The current study examined potential associations between helicopter parenting, attachment security, and academic and mental health outcomes in college students, hypothesizing that higher rates of helicopter parenting would be associated with more insecure attachment with parental figures and closest friends, poorer mental health (i.e., higher rates of depression and/or anxiety), and reduced academic motivation, performance, and self-efficacy. Our sample of 135 college students completed measures of anxiety, depression, and somatization, academic self-efficacy and motivation, perceptions of parental involvement, and dimensions of attachment in multiple relationships (i.e., mother, father, and closest friend). As expected, the bivariate and regression analyses revealed that higher levels of parental involvement (i.e., helicopter parenting) predicted significantly more insecure parental and peer attachment, greater internalizing, and lower effort regulation among college students.

Keterlibatan Orang Tua Dalam Pendidikan Anak Usia Dini Perspektif Orang Tua Dan Guru

process, both at school and at home. The contribution of parents can optimize children's learning abilities and have an impact on the next stage. This study aims to determine parents' involvement in early childhood education based on the results of a perception survey related to their level of involvement in parent involvement programs in PAUD units. In addition, to determine the level of resilience of each family of learners and to find out the form of parental involvement activities implemented in several PAUD units in Banten. The approaches used were quantitative and qualitative approaches. The population in this study were parents of learners and PAUD teachers.  The research sample was taken using a non-probability sample with random sampling technique, so that 152 respondents were obtained. Data collection was obtained from the distribution of instruments on the perception of family resilience level and the level of involvement in parent involvement programs in PAUD and Focus Group Discussions (FGDs) with teachers in schools that were used as respondents. Descriptive statistics data processing was analyzed using Microsoft Exel and based on the results of the Focus Group Discussion (FGD). Descriptive statistics measured include mean and standard deviation. The results of the data analysis were categorized and the percentage was sought. For the scale of parental involvement in PAUD and family resilience of learners in PAUD units, 5 categories were made, namely very low, low, medium, high, and very high. Meanwhile, the teacher's perspective on parental involvement in children's education is made into 3 categories, namely low, medium, and high. The results of data analysis based on the identification of the level of resilience of the families of learners in the 8 PAUD institutions and the level of parental involvement in parental involvement programs organized by the 8 PAUD institutions are on average in the medium to high category. This indicates that parents of learners perceive their families to have been able to work together as a team to deal with various life difficulties quite effectively and are able to maximize the utilization of their protective factors to help overcome difficult situations or risk factors. Parents have played an adequate role in supporting and facilitating their children's lives and development.

School Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parents’ Education Knowledge Base in English Curriculum Content in Grade group A, B and C

This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in English curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The findings suggested that 19 % of the variance in English curriculum content in grade group A was explained by the learning at home typology, the level of parental involvement in the communications typology, has a statistically significant impact on parent’ education knowledge base in the English curriculum content in grade group B and Communications typology was distinguished as the best predictor of English curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating communication channels which allow free conversations with the aim of sharing learning initiatives in schools

Impact of Parental Participation and Socioeconomic Status on Intellectually Disabled Children’s Academic Achievement in Inclusive Schools

This study examines the roles of parental participation and socioeconomic status in influencing the academic achievement of intellectually disabled children in inclusive schools. By employing a mixed-methods approach-including quantitative academic data analysis, surveys, and qualitative interviews with parents, educators, and students—the research aims to explore how varying levels of parental involvement and socioeconomic factors like family income, parental education, and access to resources affect educational outcomes. The study seeks to uncover any synergistic effects between these factors, offering insights that could guide educational policies and practices to support these students more effectively. Ultimately, the findings aim to enhance equitable learning environments in inclusive educational settings

ВКЛАД СЕМЕЙНЫХ ФАКТОРОВ В ПСИХИЧЕСКОЕ ЗДОРОВЬЕ МЛАДШИХ ШКОЛЬНИКОВ ДО И ВО ВРЕМЯ ПАНДЕМИИ COVID-19

The objective of this study was to examine the contribution of distal and proximal family factors to mental health of Russian children before and during the COVID-19 pandemic. Participants were primary caregivers of 1,985 children aged 6 to 12 years. The 2011-2019 sample consisted of 1403 children (53% girls; mean age 8.6; SD = 1.2); 2020-2021 sample consisted of 582 children (50% girls; mean age 8.8; SD = 1.4). The study used internationally recognized measures with established validity and reliability. Children’s mental health was measured by the Strengths and Difficulties Questionnaire (SDQ); family factors were measured by the socio-demographic questionnaire, short Family Cohesion Scale, and the Alabama Parenting Questionnaire — Brief Form (APQ-BF). The results showed that during the COVID-19 pandemic, parents of primary schoolchildren rated family cohesion lower than before the pandemic; they were also less likely to apply positive parenting practices, and more likely to use inconsistent discipline. High level of parental involvement maintained an existing level of children’s prosocial behavior during the COVID-19 pandemic, whereas with the average and low levels of parental involvement the expression of children’s prosocial behavior during the pandemic decreased. An increase in children’s internalizing and externalizing problems during the pandemic was observed only in families low in cohesion. Low level of parental education weakened the negative impact of child mental health problems on their everyday life, whereas high level of parental education was a risk factor of greater impact. These results can be used to develop evidencebased programs for prevention and intervention of mental health problems in primary school children and their families.

Quantifying the Relationship between Parental Involvement and English Language Proficiency among EFL Learners

This study investigates the correlation between parental involvement and English language proficiency among learners of English as a Foreign Language (EFL) in non-English speaking contexts. Despite the established significance of parental involvement in general academic success, its specific impact on EFL learning remains under-researched. Building on previous studies and theories, this research aims to fill this gap by quantifying the relationship between these two variables in a non-English speaking environment. Guided by the primary research question "Is there a significant correlation between the level of parental involvement and English language proficiency among EFL learners?” the study hypothesizes that higher levels of parental involvement will be associated with greater English language proficiency. By exploring this potential relationship, the study hopes to provide insights beneficial for educators, policymakers, and parents in supporting EFL learners more effectively. The outcomes of this research will contribute to the literature on second language acquisition and parental involvement, broadening our understanding of the dynamics involved in EFL learning.

Influence of family relationships on the presence of clinical symptoms during emerging adulthood

The relationship between family and mental health has been one of the cornerstones of research into emerging adulthood over the last decade. In the present study, we analyze the relationship between variables linked to family functioning and the presence of clinical symptoms of depression, anxiety and stress during emerging adulthood in Spain. The study had a cross-sectional design and the sample comprised 1,502 students aged 18-29 years (M= 20,32, DT= 2,13) from two Spanish universities. Participants completed questionnaires in pencil-and-paper format. The results indicate that high levels of parental involvement, warmth and autonomy support are associated with a lower presence of clinical symptoms, whereas psychological control is associated with a higher level of said symptoms. These findings demonstrate the relationship between family functioning and the presence of clinical symptoms, as well as the protective -or risk enhancing- role played by family relationships during this life stage.

Creating Connections of Support: Assessing the Critical Role of Family Conflict and Involvement in Special Education Programs

The study focused on assessing the critical role of family conflict and the involvement of families of children with special needs in Dumanjug Central School, Dumanjug City, Cebu. The study utilized the descriptive research method applying a quantitative approach in determining the critical role of family conflict and involvement between the levels of conflict in the family and the levels of parental involvement. Furthermore, the survey used were adopted from the study of Derasin and Derasin (2021) and Baker, Denessen, and Brus-Laeven (2007). The researchers distributed the questionnaires through home visitation of the parents in different barangays of Dumanjug, Cebu. Thirty-five (35) of the respondents answered the questionnaire religiously. All respondents were parents of children with special education needs. The study revealed that family conflict exceeds the average level of replies, same as the family involvement. The survey also discovered that family conflict happens occasionally and the parents' attitudes about helping their children enhance their academic skills were often low.

Family-Centeredness in Secure Residential Treatment and Its Relationship With Parental Involvement and Adolescent Behavioural Outcomes

Various Dutch secure residential youth care (SRYC) institutions are implementing a family-centered approach aiming to increase parental involvement and improve treatment outcomes. However, it remains unclear if and how family-centeredness (FC) is related to increased parental involvement and to improved treatment outcomes of adolescents. In this study, we unravelled the relation between FC, parental involvement, and behaviour problems of adolescents in SRYC. Families of 404 adolescents admitted to one of seven participating Dutch SRYC institutions completed a survey (at the start, at the end, and at 6-months follow-up) on problem behaviour of adolescents. In addition, 411 group care workers filled out a questionnaire about their residential group’s level of FC every 6 months. Moreover, the mentor of each adolescent filled out a questionnaire about the level of parental involvement. We analysed the data using multiple mediator models. Associations were found between FC and parental involvement. However, no relation was found between FC and adolescent problem behaviour, and no mediation and no moderation effects of parental involvement were found. Overall, results showed that most parents were involved during the residential stay, and, independent of FC, adolescent problem behaviour decreased over time. Implementing FC in SRYC institutions seems to be helpful in involving parents during the residential stay, but was not found to be associated with adolescent behavioural outcomes. Our results indicate that institutions could improve their level of FC by offering more informal contact moments for parents and by addressing barriers to FC among residential staff.

Pengaruh Keterlibatan Orang Tua dalam Pengelolaan Waktu Belajar Siswa di Rumah terhadap Prestasi Akademis di Sekolah Dasar

This study aims to explore the influence of parental involvement in managing students' study time at home on their academic performance in Cingambul I Elementary School (SDN). Through a quantitative approach, data were collected using questionnaires distributed to parents or guardians and students' report card records. Data analysis indicated a significant relationship between the level of parental involvement and students' academic performance. Parents who were more involved tended to have children with higher academic achievement. The implications of this study include the need to develop learning strategies that actively involve parents, support parents in increasing their involvement, and the crucial role of policymakers in creating an inclusive and responsive educational environment. By strengthening collaboration between schools and families, it is hoped that a better learning environment can be created, motivating students and enhancing their academic performance. This conclusion makes a significant contribution to strengthening elementary education, with the hope that every child will have an equal opportunity to achieve academic success.

The integrative role of parenting styles and parental involvement in young children's science problem-solving skills.

How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. A total of 226 children (M = 62.10 months, SD = 4.14, 108 girls) and their parents was recruited from five kindergartens in Fuzhou in China by adopting stratified random sampling. All parents completed the Demographics Questionnaire, the Parenting Style and Dimension Questionnaire, and the Chinese Early Parental Involvement Scale. Each child was tested with the Picture Problem Solving Task. Pearson's correlation analysis and intermediary effect analysis were conducted using IBM SPSS 25 in data analysis. Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.

THE IMPACT OF PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT ON SCHOOL DROPOUT INTENTION: A SYSTEMATIC LITERATURE REVIEW

School dropout intention among students is a serious issue as it will impact the student’s motivation to learn. Studies have found that dropout intention among students is affected by parental involvement and student engagement. Hence, this article aims to identify the impact of parental involvement and student engagement on school dropout intention based on prior empirical findings. This article featured several conclusions regarding the relationship between parental involvement and dropout intention and also the relationship between student engagement and dropout intention. Using the systematic literature review, 30 publications were analysed in preparing this article. All the conclusions from the numerous papers were discussed. Suggestions for future studies were presented, and the importance of these topics was identified. A fresh study is recommended to be carried out to determine the level of parental involvement among Malaysian parents and the extent of student involvement among Malaysian students as well as how these factors impact on school dropout intention.

Parental involvement and learners’ academic performance at primary leaving examination in Rural Government-Aided Primary Schools in Ssisa Sub-county, Wakiso District, Uganda

The study sought to establish the level of parental involvement and learners’ academic performance at P.L.E in rural government- aided primary schools in Sissa Sub-County, Wakiso District, Uganda. Three specific objectives guided the study thus; · To establish the level of home-based parental involvement in rural government-aided primary schools in Ssisa Sub county, Wakiso district. · To establish the level of school-based parental involvement in rural government-aided primary schools in Ssisa Subcounty, Wakiso district. · To examine the relationship between parental involvement and learners’ academic performance at PLE in rural government-aided primary schools, Wakiso district. The study employed a descriptive research design using a mixed methods approach. The study also adopted a cross- sectional research method to gather the data from headteachers and teachers. Both qualitative and quantitative research approaches were applied in the collection, analysis, and interpretation of data. Results indicated that the level of home-based parental involvement in government aided primary schools in Sissa Subcounty was high at a mean of 3.64 with a standard deviation of 1.23. The results of school-based parental involvement in government aided schools in Sissa indicated that there was a high level of parental involvement with a mean of 3.66 and a standard deviation of 1.2. Results also revealed a positive and significant relationship between parental involvement and learners’ academic performance at (r = -.120, N = 102, p = .230 > 0.05). The study recommended that; Parents should; provide a conducive learning environment to their children at home, provide quality supervision to children when given homework and show a positive attitude to their learners in home-based activities since it enhances performance of these children at P.L.E. The education department at the dsitrict should fully sensitize the public about the relevance of parental involvement and how it enhances performance. School administrators should create close partnerships between parents and learners.

Modifying Cognitive-Behavioral Therapy for Fear of Sleeping Alone in a Child With Autism Spectrum Disorder

This case study demonstrates the use of a modified evidence-based treatment protocol for “Maya,” a 13-year-old girl who presented with a fear of sleeping alone, Autism Spectrum Disorder (ASD), and separation anxiety disorder (SAD). The treatment, which spanned across 36 sessions, consisted of skills acquisition and exposure, with modifications made to address Maya’s ASD symptoms and cognitive limitations. Modifications for treating comorbid anxiety and ASD are described, including the use of: forced-choice list for emotions and somatic cues of anxiety, concrete props for teaching skills, and a higher level of parent involvement than typical for adolescent clients being treated for anxiety. Based on in-office observations and parental reports of at-home behavior, Maya’s avoidance of sleeping alone decreased over time, and she was able to sleep alone by the end of treatment. This case demonstrates successful treatment of fear of sleeping alone in a child with co-occurring anxiety and ASD.