Nature Of Parental Involvement Research Articles

Parental Involvement in Secondary Education: A Comparative Study Between Private and Government Schools

This paper explores parental involvement in secondary education through a comparative study between private and Government schools in India. Acknowledging the crucial role of parental engagement in children's educational journey, the study seeks to understand how parents contribute to their children's schooling experiences in different educational settings. Drawing upon historical contexts, the emergence of private schools in India, and the objectives of the study, the research employs a mixed-methods approach, including surveys, interviews, and academic performance analysis. The results reveal differences in the extent and nature of parental involvement between private and Government schools, influenced by factors such as socioeconomic status, parental education level, and school culture. While both types of schools benefit from parental involvement, private schools often exhibit more direct engagement from parents in shaping school policies and programs. The findings underscore the importance of recognizing and addressing variations in parental involvement to promote equitable opportunities for all students to thrive in school. Government

Between Involvement and Intervention: Perceptions, Difficulties and Parents’ Coping in the Distance Learning during the COVID-19 Pandemic

The outbreak of the COVID-19 Pandemic brought about a significant transformation in the education landscape, leading to the widespread adoption of distance education as the primary mode of learning. Due to legal restrictions imposed, students were unable to attend school and study in traditional settings such as classrooms. Instead, they had to remain at home with their parents, resulting in a greater need for parental involvement in their children's education. This involvement took on diverse forms and held various meanings. The objectives of this study were to describe the attitudes and perceptions of parents towards distance learning and to examine the extent and nature of parental involvement. The research employed a mixed-method design, with 461 Arab and Jewish parents participating by completing a structured questionnaire, while an additional 139 parents took part in semi-structured interviews. The research findings revealed a prevalent negative attitude towards distance learning, as experienced during the COVID-19 period, with parents expressing dissatisfaction and disappointment regarding its implementation. While some parents reported a high degree of involvement, others chose not to be involved at all. The study also highlighted various challenges encountered by parents, including didactic-pedagogical, technological, economic, and other difficulties. Additionally, some parents exhibited interventionist behavior, disrupting Zoom classroom meetings by making comments, expressing reservations, or offering suggestions. On a positive note, a positive relationship was identified between parents' involvement and their attitudes towards distance learning. The research findings have valuable implications for the education system, as they shed light on the attitudes, perceptions, and difficulties surrounding distance learning. These insights can help identify the barriers that hinder parental involvement in their children's learning processes, thereby reducing its effectiveness. By understanding these challenges, the education system can strive to find methods and solutions to enhance the learning process for students and increase parental involvement.

Factoring in Family: Considerations of Parenthood in the Assessment, Enforcement, and Collection of Legal Financial Obligations (LFOs).

Prior research has yet to address how criminal legal system actors take parenthood into account when imposing and enforcing LFOs. Drawing on evidence from 205 semi-structured interviews conducted across four states, this study explores the relationship between monetary punishment and parenthood from the perspectives of court and community corrections professionals. Engaging Kathleen Daly's framework of familial paternalism (1987a, 1987b, 1989a, 1989b), we find that system actors obtain and interpret information about defendant circumstances to (1) consider family complexity, (2) construct deservingness and (3) curb spill-over punishment. Ultimately, we find that system actors consider parental status in relation to LFOs and defendants' ability to pay, though their decisions also hinge on gender and the nature of parental involvement.

Parental Involvement and Educational Achievement of South Korean High School Students

Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements. 

Parental involvement in adolescent depression interventions: A systematic review of randomized clinical trials.

Despite the widespread research recommendations for psychiatric nurses and other mental health professionals to include parents in adolescent depression treatment, no systematic reviews have yet synthesized the findings from intervention studies that included parents in the treatment and/or prevention of adolescent depression. Therefore, this systematic review was conducted to (i) identify and describe clinical trials that included parents as an integral component of adolescent depression interventions, (ii) examine the effectiveness of these trials in reducing depressive symptoms, and (iii) evaluate their methodological quality. We systematically searched the databases PubMed and PsycINFO. The search strategy adhered to the PRISMA statement to guide identification and selection of articles. Further, a structured evaluation form was adapted from the CONSORT statement and methodological literature to evaluate the elicited clinical trials. A total of 288 unique articles met criteria for abstract level screening, 45 articles were selected for full-text review, and 16 articles were included in the final analysis. We found that (i) available approaches to include parents in adolescent depression interventions vary in their theoretical stance, purpose, sample characteristics, and measured outcomes, (ii) the health outcomes of these approaches seemed to be contingent upon the nature of parental involvement, and (iii) effective translation of these approaches into practice needs to be considered in the light of their methodological rigour. Our review revealed a variety of promising approaches to utilize the parental and family contexts as a means of preventing or treating adolescent depression. However, more research is needed to determine which interventions, within what contexts, and using what resources will facilitate the best health outcomes for adolescents with depression and their parents.

Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA

<p style="text-align:justify">Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children’s learning at the start of primary school and at age 15. Cross-national analyses showed that a high percentage of parents were frequently involved in various ways with their children’s learning, with some OECD countries showing parental involvement to be very common. Less instrumental, more subtle forms of parental involvement such as parent-child conversations about topical social issues emerged as the strongest predictor for continuing parental literacy support at age 15. These findings have important implications for understanding patterns and forms of parenting and for guiding family policy to consider cultural, economic and educational explanations about the nature of parental involvement in children’s education.</p>

The nature of parental involvement in the city of Abu Dhabi in a context of change

Purpose– The purpose of this exploratory study is to explore parent and school administrator perspectives on the value and nature of parent involvement in the city of Abu Dhabi through their perceptions of roles and responsibilities.Design/methodology/approach– The study is conducted in a random purposive sample of Public–Private Partnership schools during Abu Dhabi Education Council’s school reform.Findings– Findings show that while both administrators and parents agree on the value of parental involvement, the perceptions of their own and each others’ roles and responsibilities means that parent involvement is characterized by unfulfilled expectations.Practical implications– Recommendations are made to arrive at realistic roles and responsibilities for parent involvement and recommendations for a model of mutually responsive practice to evolve within a policy framework, with the support of ADEC, and informed by international and locally based research.Originality/value– The paper sheds light on a new educational dimension beyond curricula and instruction.

Voices From The Gambia: Parents' Perspectives on Their Involvement in Their Children's Education

Research indicates the positive effects parental involvement can have in reinforcing learners' beliefs about their ability to succeed. In this article, the author explores the nature of parental involvement in children's education in the Republic of the Gambia. The Gambian example reemphasizes the value of parent-school partnerships as a constant and relentless process across cultural and national boundaries. It is an example of official mandates in education that are based on traditional practices of involving the community at the local level for improving the quality of education and care in schools.

Korean temporary migrant mothers' conceptualization of parent involvement in the United States

The purpose of this study is to gain insight into how Korean temporary migrant mothers conceptualize the nature of parent involvement in the USA. The participants in this study consisted of Korean mothers who were educated in Korea, migrated temporarily to the USA for educational purposes, and sent their children to American schools. Using the perspective of figured worlds, this study examines how these Korean mothers enact their figured worlds of parent involvement. Year-long qualitative case studies were conducted with six Korean mothers in Maxwell, a city in the Midwestern USA. The data included individual interviews, a focus group interview, observations, and document collection. The study found that the mothers engaged in a process of “figuring out” what it meant to be parents as they interacted with schools. In this process, they improvised, creating strategies to negotiate their social positions so that they can influence the school life of their children. The Korean mothers were authors of their worlds, and their engagement was a story of improvisations.

A socio-cultural exploration of parental involvement in junior Australian Rules football

The junior Australian football landscape has been frequently linked to reports of undesirable parental behaviour, yet sufficient understanding around this potential socio-cultural issue remains limited. In light of this paucity, the study presented within this paper makes a unique contribution to the broad field of parent–sport literature by offering an insight into the self-perceived nature of parental involvement in junior Australian football. This research draws on in-depth qualitative data obtained during three separate focus group interviews from 15 parents of junior Australian football participants in South Australia. Participants provided rich, descriptive information which, through a thematic content analysis, led to the emergence of six principal themes. This paper considers two of those key themes which concern the diverse, yet equally significant relationships within the junior Australian football experience – (a) the parent–child relationship, and (b) the parent–parent relationships. This research not only provides the reader with an insight into the tensions around parent-oriented relationships in junior Australian football, but underlines the need for greater academic attention toward understanding this socio-cultural issue.

Ethics at the end of life: Who should make decisions about treatment limitation for young children with life‐threatening or life‐limiting conditions?

It is now ethical orthodoxy that parents should be involved in the decision-making about their children's health care. This extends to decisions about whether to continue or to limit life-sustaining medical treatment for a child with a life-limiting or life-threatening condition. What remains contested and uncertain is the extent and nature of parental involvement, especially in this emotionally charged situation. In particular, should it be the parents, who are the ultimate decision-makers, taking final responsibility, should it be a shared decision, or should it be a medical decision that parents are simply asked to consent to? One approach to this issue is to consider the in-principle ethical arguments and weigh their merits. The two key principles here are parental rights and authority, and the best interests of child, and the contested issue is what to do if these appear to clash. Another approach is to consider the principles in the practical clinical context. What would be the implications and consequences of adopting the model of parents as final decision-makers? Are parents able to carry out this role, and do they really want it? What is the effect on parents of taking this role? Answers to these questions could modify the in-principle ethical position. In this paper, we review the empirical evidence currently available on these questions, in relation to parents of infants and young children. Overall, the literature suggests that parents do want to be involved and do not suffer adverse psychological consequences from their involvement. However, the crucial ethical implication of the evidence is that the level and nature of parental involvement in decision-making should be negotiated with the parents in each case, because parents have a range of different views about taking final responsibility for decisions.

Patterns in police decision-making with youth: an application of Black’s theory of law

Prior research suggests that police officers may use more than one style of law (therapeutic, conciliatory, compensatory, penal) and that the quantity of law applied may also vary within an encounter in order to maintain order. The implication is that police decision-making varies, and is, to some extent, case dependent. The research objective is to investigate the extent to which principles from Black’s (1976) theory of law are applicable to police decision-making with apprehended youth in Canada. The findings suggest that police decision-making is a dynamic process that is a progression in the application of formal social control from least to most intrusive of personal liberties both in the quantity and style of law. The analysis reveals that the factors which affect police discretion can vary, in some circumstances, across physical space (urban, suburban, and rural communities). In addition, as informal mechanisms of social control weaken, the police use a higher quantity of law, be it penal, compensatory, conciliatory, or therapeutic. Specifically, the quantity and style of law is affected by the degree and nature of parental involvement.

Parental involvement in their school-aged children's post operative pain management in the hospital setting: a systematic review.

Review Objective This systematic review seeks to explore the nature of parental involvement in managing their children’s post-operative pain in the hospital setting. Review questions The specific review questions to be addressed are • What interventions do parents carry out to alleviate their children’s postoperative pain? • How do parents feel in the process of managing their children’s post-operative pain? • What factors influence parents’ management of their children’s post-operative pain? • What do parents need in the process of caring for their children’s post-operative pain? Inclusion Criteria Types of participants The review will consider studies that include parents of all ethnic groups with children aged between 6 to 12 years old who are hospitalised. Their children need to have undergone surgery of any kind with post-operative surgical or incision site pain. Phenomena of Interest The review will consider studies that include the following phenomena of interest: the involvement and experience of parents in managing their children’s post-operative pain. Context The review will consider studies that may include, but is not limited to, contexts such as acute care hospital settings in all countries. Outcomes of Interest The outcomes of interest include but are not restricted to the following • The interventions carried out by parents to relieve their children’s post-operative pain. • Parents’ experience in the process of their children’s post-operative pain care. • Factors which influence the process of managing their children’s post-operative pain. • Needs of parents when managing their children’s post-operative pain.

Parental Involvement in Playgroups

SUMMARY. This paper reports results from a study of playgroups in three areas of England. It describes the extent and nature of parent involvement in the study playgroups, and how far this involvement included fathers as well as mothers; examines the relationship between involvement and various socio-economic characteristics of the parents, to see whether certain groups were more or less likely to be involved in their children's playgroups; and considers attitudes to parent involvement among both mothers and playgroup leaders, and playgroup leaders' experience of involvement, in particular whether they experienced any difficulties in getting or maintaining involvement.

Family, schools and Taiwanese children's outcomes

Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes. Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments. Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years. Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes. Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes. Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities.

What Do We Know About the Daily Interactions Between Children with Mental Illness and Their Parents?

This chapter is a literature review that explores the nature of interaction between parents and children with emotional disorders, issues between parents and professionals when children are psychiatrically hospitalized, and the nature of parent involvement in child psychiatric settings.

A lifelong commitment: parental memories and reflections prompted by the impending discharge of long-stay patients with learning disabilities

This paper is based on a series of interviews with parents and relatives of adults with learning disabilities who are expected to be resettled from the long-stay hospital, in which they have spent much of their lives, by the year 2000. A life story approach was used to explore these parents' feelings and experiences over time, and the six key themes that emerged were significant to all of the informants: the realization that a learning disability existed; confusion over diagnosis and prognosis, the strain of caring; the eventual admission of their relative to institutional care; difficulty in handling the transition of their child to adulthood and the enduring nature of parental involvement, which had often spanned several decades and sometimes lasted more than 50 years. Four key reasons for the maintenance of parental contact were identified, together with four factors that had acted as disincentives. It was concluded that the sense of marginalization experienced by these parents at the point of impending institutional discharge mirrored their feeling of exclusion around the time of admission, reflecting continuing confusion, conflict and uncertainty over parental roles, rights and responsibilities in relation to adults with learning disabilities.

Family Diversity and the Nature of Parental Involvement

Family Diversity and the Nature of Parental Involvement

The Influence of Parental Involvement on the Well-Being of Sons and Daughters

Research has found substantial evidence that high levels of parental involvement significantly affect adolescent well-being (Furstenberg, Morgan, & Allison, 1987; LeCroy, 1988; Richards, Gitelson, Peterson, & Hurtig, 1991). Some findings reveal differences in the effects of parental involvement by the gender of the adolescent. Previous research also indicates that maternal and paternal influences on adolescent well-being vary (Barber & Thomas, 1986; Gecas & Schwalbe, 1986). However, few of these studies have utilized longitudinal data to examine long-term influences of parental involvement in childhood on adolescent well-being. Additionally, while some evidence suggests that paternal presence is more important for adolescent well-being than parental involvement (Furstenberg et al., 1987), virtually none of the previous research addresses the relative effects of the loss of paternal presence and the nature of the parent/child relationship. In this study, we use longitudinal data from the National Survey of Children to examine the influence of mother and father involvement during childhood and adolescence on the well-being of sons and daughters. Three independent measures of well-being--self-esteem, life-satisfaction, and mental health--are analyzed. The impact of children's perceptions of parental factors important for the well-being of girls and boys is compared. Finally, the relative influence of the loss of father presence and parental involvement is assessed. PARENTAL INVOLVEMENT AND ADOLESCENT WELL-BEING The family is thought to be an important context for the development of long-term general well-being (Rollins & Thomas, 1979). The basis for mental well-being evolves in interaction with others, most notably in role playing, the majority of which occurs in childhood (Rosenberg, 1979). Thus, the involvement of parents with children has many implications for long-term well-being. However, while parental involvement with children forms a basis for well-being in adulthood, it is not the sole predictor. Among adult children, positive relationships with parents reduce psychological distress. Relationships with both mothers and fathers are salient determinants of sons' mental health, but the relationship with fathers is somewhat more important (Barnett, Marshall, & Pleck, 1992). For daughters, the effects of the relationship with both mother and father are about the same (Barnett, Kibria, Baruch, & Pleck, 1991). These results suggest that childhood, as well as ongoing, parent-child relations affect children's well-being. The basis for well-being is different for girls and boys because they seek substantively different kinds of approval from parents (Wood, Rhodes, & Whelan, 1989). Boys primarily gain their sense of worth from achievement in activities. Receiving respect from parents and spending time with parents are likely to have positive effects on boys' sense of self-worth. Given the importance of gender role models, it is particularly important for boys to receive this attention from fathers (Gecas & Schwalbe, 1986). Girls, on the other hand, tend to gain their sense of worth from a sense of social and moral acceptability. The perception of feeling loved and close to parents and the desire to be like parents are likely to be particularly important for girls' sense of self-worth, although this type of support has been shown to influence boys as well (Barber & Thomas, 1986; Openshaw, Thomas, & Rollins, 1983). The empirical evidence of the influence of parental involvement on children's well-being for the most part supports a positive relationship (Lamb, 1986, 1987; LeCroy, 1988; Richards et al., 1991). Often, however, previous research has examined only intact households (with both a mother and a father present). Thus, the impact of parental presence and the nature of parental involvement cannot be discerned. Furstenberg et al. (1987) examined the impact of paternal involvement on children when a father is lost, but they included only children who had experienced marital disruption. …

Treatment of Obese Children With and Without Their Mothers: Changes in Weight and Blood Pressure

Weight and blood pressure changes were evaluated in a 16-month controlled trial comparing three methods of involving mothers in the treatment of their obese adolescents (aged 12 to 16 years). The treatments were: (1) Mother-Child Separately--children and mothers attended separate groups; (2) Mother-Child Together--the children and mothers met together in the same group; and (3) Child Alone--the children met in groups and mothers were not involved. The program consisted of behavior modification, social support, nutrition, and exercise. The Mother-Child Separately group lost more weight (8.4 kg) during treatment than did the other two groups (5.3 and 3.3 kg). Differences between the groups increased at the 1-year follow-up: compared to pretreatment weight, the Mother-Child Separately group lost 7.7 kg compared with gains of approximately 3 kg in the other two groups. Blood pressures of children with the highest initial pressures decreased by 16/9 mm Hg at the end of treatment and by 16/5 mm Hg at the 1-year follow-up. These results suggest that a program of behavior modification and parent involvement can lead to significant weight losses in obese children, and that the nature of parent involvement may be important.