Parental Involvement Factors Research Articles

Factors Predicting the Mathematics Performance of Grade 8 Students in the New Normal

Mathematics performance has been recognized as vital in the curricula in most of the country not only for academic success but also for its efficient application in everyday life. The study aimed to determine a significant relationship between the student, teacher, environmental, and parent involvement factors and students’ mathematics performance in a Catholic university for the Academic Year 2020-2021. Also, it determined which factors predict the mathematics performance of students. Using descriptive-correlational research design, 123 Grade 8 students answered a researcher-made test questionnaire to assess students' level of mathematics performance; these were interpreted using the Department of Education’s scale of standard. Furthermore, a researcher-made survey questionnaire was used to examine the level of extent of the four factors influencing the students’ mathematics performance, the correlation between these factors and students’ mathematics performance, and predictors of students’ mathematics performance. The assembled information was dealt with measurably utilizing mean, standard deviation, Kruskal-Wallis, Pearson product-moment correlation, Spearman's rho, and multiple linear regression. Results revealed that students’ level of mathematics performance was fairly-satisfactory (M=79.77, SD=8.96). The extent of influence of the factors is moderate (M=3.28, SD=0.33). There is a significant correlation between the extent of influence of factors as a whole and Mathematics performance [r(121)=0.235, p=0.009]. The results of the regression indicated that the predictor explained 7.3% of the variance [F(1, 121)=9.540, p=0.002, R2=0.073)]. The individual predictors were further examined and indicated that the teacher factor [β=6.440, t=3.089, p=0.002] significantly predicts Mathematics performance. This study provides significant insights into the vital role teachers play in finding a lasting solution to the students' perennial poor performance issues in mathematics in this new normal.

Role of socioeconomic and parental involvement factors on children foundational learning skills based on MICS (2017–2018) data Punjab, Pakistan

Developing countries lack studies investigated the socioeconomic and parental role on students’ learning skills. This study is helpful to detect bottlenecks in the foundational learning skills (reading skills and numeracy skills) in the education system of Pakistan. Reading skills of children are found better who had no functional disabilities. Mothers with higher education had a significant positive contribution toward children learning skills. Children deprived of books for reading in appropriate language had a negative impact on their reading skills. Rich children had predominantly higher possibilities of good learning skills than poor children. Parents who had not attended children’s school to discuss child progress had a significantly negative effect on children’s numeracy skills. Overall parental involvement in some forms had insignificantly improved children reading and numeracy skills in Punjab, Pakistan.

Relationship between parental involvement and academic resilience among public secondary school students of Turkana county, Kenya

Introduction: Although, Turkana County is one of the most marginalized county in Kenya, some students from this locality persist to pursue an education from one level to another, surmounting the challenges at each level. The parental involvement factors bolstering their academic resilience formed the basis of inquiry of this study. Purpose: This study was an investigation of the relationship between parental involvement factors and academic resilience of public secondary school students in Turkana County. Methodology: This study employed a mixed methods approach using the concurrent triangulation design analysis. The data collection tools were questionnaires and interview schedules. The sample size consisted of 382 students who responded to questionnaires, and 10 teachers and 10 students for the interview schedules. The internal consistency test of reliability was established through computation of the Cronbach Alpha Coefficient whose overall output was .775.The content, construct and criterion-related validity were also established. Similarly, the trustworthiness and authenticity of the qualitative data was established. Results: The study found that parental involvement academically, physically, socially, emotionally, financially and parental communication of expectations yielded high academic resilience among students, with parental involvement socially being the strongest predictor of academic resilience. Recommendations: The study recommended that parents should be involved in their children’s lives academically, physically, socially, emotionally, financially as well as communicate their expectations to their children. Further, parents should especially involve their children in the social aspects of their lives in order to promote academic resilience.

Disproportionality and Risk of High School Students Suspensions due to Non-parental Involvement

A recent study (Bryant & Wilson, 2020) investigates disproportionality of Charter High School students’ suspensions due to students’ ethnicity, socioeconomic status and gender, and it concludes that ethnicity and social status significantly affect students’ suspension. Many researches argue that parental activity is significantly related to improved students’ outcome (e.g., see Liu et al., 2020). However, the parental and family involvement activities have not been investigated in relation to the high school students’ suspension. The purpose of this study is to investigate high school students’ suspension due to ethnicity, socioeconomic status and gender adjusted for the parental and family involvement factors in education and vice versa, by employing the data from the United States National Household Education Surveys. Bivariate analyses suggest that six out of the eight parental factors are significantly related to high school students’ suspension (chi-squared p-value<0.05). Adjusted multiple logistic regression analyses suggest that four out of the eight parental involvement factors significantly (p-value<0.05) affect high school students’ suspension with non-parental involvement showing higher odds of suspension. Our findings have significant implications for practicing and policymaking, as educators and policymakers seek to reduce students’ suspension in the face of adverse students’ outcomes. Keywords: Highschool students’ suspension, Parental involvement, Adjusted analysis, Multiple logistic regression. DOI: 10.7176/MTM/11-4-03 Publication date: September 30 th 2021

Do parents count for their children's mathematics achievement?

The purpose of this study is to evaluate the relationship between parental involvement and student mathematics achievement using a structural equa¬tion modeling approach. Data from a representative sample of fourth-grade students, and their parents, from 14 different European countries participating in TIMSS (Trends in International Mathematics and Science Study) were analyzed. The model was successful in explaining the TIMSS scores in mathematics: the predicted model showed a good fit to the data, with 31% of the variance explained. The results showed that SES contributed to the prediction of performance in mathematics. However, the results showed also the positive and signifi¬cant effects of parental involvement factors - especially parental expectations for their children's academic attainment - mediating the relationship between SES and TIMSS math achievement. Thus, increasing parental par¬ticipation could be a useful intervention to reduce SES-related differences in performance.

Application of Discrete Regression Models for Analyzing K-8 Students Nonchronic Absenteeism in the United States

Absenteeism is a national crisis in the United States, and must be addressed adequately at the early stages or at its onset, to prevent consequential disaster and burden due to absenteeism. A pervasive and persuasive nonchronic absenteeism results in chronic absenteeism, and causes severe damage to students’ life, schools and societies. While a good number of articles address various issues relating to chronic absenteeism, no evidence of research exists investigating nonchronic absenteeism. The aim of this article is to investigate factors affecting nonchronic absenteeism in K-8 students in the United States by applying discrete regression models. Initially, we investigate K-8 students nonchronic absenteeism discrepancies due to socio-demographic and parental involvement factors via descriptive analysis and then employ Poisson and negative binomial regression models for exploring significant factors of K-8 nonchronic absenteeism. The findings of this study will be of great use to stakeholders in developing appropriate incentive measures for reducing nonchronic absenteeism early and thereby reducing chronic absenteeism.

Parent Involvement Factors During High School From the Perspectives of Academically Successful Black Male College Students: Implications for School Counselors

This study used a strengths-based approach to examine the distribution of perceived parent involvement factors during high school from the perspective of academically successful Black male college students. Black males enrolled in an undergraduate degree program at a university in the southern region of the United States completed Yan and Lin’s Parent Involvement During High School survey, adapted from the National Education Longitudinal Study of 1988. Results revealed that among the distribution of the three factors (family obligation, parent information network, and family norms), Family norms was perceived as the most prevalent parent involvement subscale factor during high school for this particular population. The family norms factor subscale’s parent–teenager relationship emerged as the most dominant variable followed by educational expectations. We delineate implications for school counselors and research.

USING A COLLABORATIVE APPROACH FOR EVALUATING PARENT INVOLVEMENT PROGRAMS TO SUPPORT BLACK MALES ACADEMIC ACHIEVEMENT

This collaborative evaluation explored the distribution of perceived parent involvement factors during high school, from the perspective of academically successful Black male college students. One hundred and forty-six(146)Blackmales enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States completed Yan and Lins (2005) parent involvement during high school survey, adapted from NELS: 88 (National Education Longitudinal Study of 1988). A collaborative evaluation approach using the Model for Collaborative Evaluations MCE was used in this formative evaluation. Results revealed that among the distribution of the three factors (Family Obligation, Parent Information Network and Family Norms), Family Norms was perceived as the most prevalent parent involvement subscale factor during high school forthis particular population. Under the Family Norms factor subscale Parent-teenager relationship emerged as the most dominant variable, followed by Educational expectations. Implications for using the MCE in evaluating school parent involvement programs and research are delineated.

Breaking the Unequal Cycle: Parental Involvement in Hispanic Non-Native English Speakers’ Postsecondary Enrollment

ABSTRACTThis study examines the extent to which parental involvement factors predict the likelihood of Hispanic non-native English speakers’ (NNESs) postsecondary education (PES) enrollment after controlling for socioeconomic status and linguistic factors. A nationally representative Education Longitudinal Study dataset and a binary multilevel logistic regression model were used to examine the differences in the effects of parental involvement factors on Hispanic NNESs PSE enrollment. The results provide evidence in support of a conceptual model for Hispanic parental involvement, differentiates models from other NNES family groups, focusing on Hispanic NNESs’ unique familial characteristics and support system that could affect students’ PSE enrollment.

The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore

Prior to formal instruction, children gain experiences within the home environment that contribute to their school readiness. The home literacy environment (HLE) has garnered much interest as an established contributor to child language and literacy development and academic achievement. While models of HLE are mostly produced from Western cultures, there is little known about how they apply to multilingual Asian cultures. This study aims to examine if these models are universal and can be applied to a multi-cultural and multilingual context of Singapore. From a population representative sample of kindergartens, 1327 children and parent participants were recruited, and provided parent-report data on their HLE and child performance on outcome measures of vocabulary, phonological sensitivity and reading and spelling. Fourteen items were included in the HLE questionnaire, while standardized measures of child outcomes included the Bilingual Language Assessment Battery (BLAB), Comprehensive Test of Phonological Processing 2nd Edition (CTOPP-2), and the Wide Range Abilities Test (WRAT-4). Latent structural analysis revealed a four-factor model of HLE that included shared reading, child interest, parent habit and parent involvement factors. Results from correlational and path analyses revealed that the shared reading factor, which included frequency of reading to the child and child asking to be read to, had the strongest relation to both language and literacy, and significantly predicted vocabulary and reading outcomes. Literacy outcomes were more specifically predicted by the child interest factor. These findings highlight the overlap and differences in theoretical models of these home-outcome links across cultural contexts.

¿PUEDEN LOS PADRES DE ESTUDIANTES DE 15 AÑOS INFLUIR EN SU RENDIMIENTO EN CIENCIAS?

The main aim of this study was to evaluate the relationship between parental involvement and student science achievement using a structural equation modeling (SEM) approach. Since it is not possible to eliminate the differences in students’ economic, social and cultural status (ESCS), it is vital to understand which strategy could be most effective to promote equity in different school systems. Among the possible strategies, parental involvement has recently been conceived as a relevant factor. Data from a representative sample of 15-year-old Italian students who participated in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2015 were analyzed. The Italian data were compared with data from EU countries from the Mediterranean area that are culturally similar to Italy and that participated in the optional parent questionnaire, namely, France, Malta, Portugal, and Spain. Students completed the PISA test, and their parents completed the optional questionnaire that included questions regarding students’ ESCS, attitudes and beliefs regarding science and their expectations regarding their children’s educational careers.The model was successful in explaining the PISA test scores in science: the predicted model showed a good fit to the data with 25% of the variance explained. The results showed that ESCS contributed to the prediction of science achievement; furthermore, the results evidenced the positive, significant effects of parental involvement factors mediating the relationship between ESCS and PISA test achievement, especially in France, Malta and Portugal. Although the mediation effects were not large, they were statistically significant for all countries considered and suggested that parental involvement plays a mediating role in the effects of ESCS on science achievement, as evidenced by the significant indirect effects observed in the SEM analysis. Increasing parental participation could be a useful intervention to reduce ESCS-related differences in achievement.

Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment

While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.

The role of parental involvement in academic achievement trajectories of elementary school children with Southeast Asian and Taiwanese mothers

Drawing upon Coleman's concepts of social capital, which emphasized the potential roles of resources inside and outside the family in affecting children's academic performance, this study explores the parental involvement gap between children of Southeast Asian mothers and children of Taiwanese mothers, and analyzes to what extent parental involvement is associated with trajectories of achievement in elementary school. The sample comprised 8810 fourth to sixth graders. Resultsshowed that new immigrant children experienced less parental involvement than did native children. The hierarchical linear model revealed that four of the five parental involvement factors related to initial achievement, the only exception being intergenerational closure. The immigrant-native gap in initial achievement can be partially explained by parental involvement, while discrepancies in the growth rates of academic achievement were not observed between the two groups. Furthermore, a negative and long-lasting effect of parental expectation on achievement was found in Confucian culture, which is characterized by an emphasis on the importance of education and the higher academic standards set by Chinese parents.

Validating a Model of Motivational Factors Influencing Involvement for Parents of Transition-Age Youth With Disabilities

Parent involvement is a predictor of postsecondary education and employment outcomes, but rigorous measures of parent involvement for youth with disabilities are lacking. Hirano, Garbacz, Shanley, and Rowe adapted scales based on Hoover-Dempsey and Sandler model of parent involvement for use with parents of youth with disabilities aged 14 to 23. This study assessed the psychometric properties of the Motivators of Parent Involvement (MPI) scales. A confirmatory factor analysis tested an 11-factor model, three parent involvement factors, and eight motivators of involvement factors for parents of transition-age youth (ages 14–25) with disabilities. Using a sample of 288 parents and caregivers, the model was determined to have acceptable fit. The MPI can be used to assess motivators of parent involvement and guide interventions.

Parent Involvement in Young Adults’ Intercollegiate Athletic Careers: Developmental Considerations and Applied Recommendations

Student-athletes have to balance their sport, academic, and social lives during the transition to college and parent involvement is an integral, but potentially problematic, aspect of this transition. The present study investigated how key parent involvement factors may be associated with positive developmental outcomes in NCAA Division I student-athletes. Student-athlete participants (N = 514) were 46% male, ranged in age from 18 to 25 years (M = 19.76, SD = 1.43), and were recruited from athletic departments at two NCAA Division I member-institutions. Participants completed online surveys with items assessing their perceptions of parent involvement (support from parents, contact with parents, academic engagement, athletic engagement) and student-athlete development (academic self-efficacy, athletic satisfaction, well-being, individuation). After controlling for individual and family demographic factors, parent academic and athletic engagement positively predicted student-athlete academic self-efficacy a...

Cultural, Ethnic Differences, Parental Involvement Differences, and Educational Achievement of African Heritage Students: Towards Employing a Culturally Sensitive Curriculum in K–12 Classrooms, a Literature Review

For a long time, some researchers have reported on the underperformance of some African Americans in comparison to other minority and non-minority groups. During this time, there have been debates over the causes for the differences in educational achievement between the various subgroups (ethnic subgroups) of students studied. The purpose of this review of literature is to discuss the major reasons for the differences in educational achievement levels of students of African heritage (Afro-Caribbean, African Americans, and Africans). Cultural differences/influence and parental involvement factors will be discussed as potential reasons for the difference in achievement between African Americans, Afro-Caribbean, and African students within the USA. The study concludes with a call for the employment of more culturally sensitive curriculums to enhance K–12 learning for ethnically diverse learners of African descent.

The Mythology of Swimming: Are Myths Impacting Minority Youth Participation?

The purpose for this research was to determine if reported swimming participation myths (barriers) for minority children were authentic. Previous research on minority children's swimming patterns has been limited, while drowning rates for these groups are high. Nation-wide survey research supported by USA Swimming was conducted using six cities across the U.S. Trained staff members from YMCA non-swimming programs were used to solicit participants and to supervise survey administration. A large, purposeful sample (n = 1,680) was gathered that targeted poor, minority chil­dren. Parents of children aged 4-11 years and adolescents (12-17 years) completed surveys. Descriptive statistics were observed on selected myth statements by demo­graphic variables. Several barriers were revealed to be myths and not real barriers. Potential barriers revealed, which include parental involvement factors, were note­worthy for marginalized children. Language: en

Effects of Family Background and Parental Involvement on Egyptian Adolescents’ Academic Achievement and School Disengagement: A Structural Equation Modelling Analysis

A structural equation modelling analysis was used to investigate the notion that the effects of parents’ education and family structure on students’ academic achievement and school disengagement would be mediated through students’ perception of parental involvement. The Perception of Parental Involvement Scale was administered to a sample of 275 first-year students (147 males and 128 females) enrolled in two high schools in Egypt during 2004. Students were requested to respond to three questions concerning their family structure, parents’ education level, and school disengagement. Results of the study revealed that students’ perception of parental involvement factors was the most important predictor of academic achievement, followed by parents’ education, and finally school disengagement. Students’ perception of at-school parental involvement and parents’ education had an indirect effect on academic achievement through their effect on school disengagement. Parents’ education was the most important predictor of school disengagement. There was a reciprocal relationship between academic achievement and school disengagement. Implications of these findings for students’ academic achievement and school disengagement are discussed.

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Drawing upon Coleman's concepts of social capital, which emphasized the potential roles of resources inside and outside the family in affecting children's academic performance, this study explores the parental involvement gap between children of Southeast Asian mothers and children of Taiwanese mothers, and analyzes to what extent parental involvement is associated with trajectories of achievement in elementary school. The sample comprised 8810 fourth to sixth graders.showed that new immigrant children experienced less parental involvement than did native children. The hierarchical linear model revealed that four of the five parental involvement factors related to initial achievement, the only exception being intergenerational closure. The immigrant-native gap in initial achievement can be partially explained by parental involvement, while discrepancies in the growth rates of academic achievement were not observed between the two groups. Furthermore, a negative and long-lasting effect of parental expectation on achievement was found in Confucian culture, which is characterized by an emphasis on the importance of education and the higher academic standards set by Chinese parents.

Family-Related Variables and School Disciplinary Events at the Secondary Level

This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Parent-teacher communications were related to students' behavior problems. Adolescents whose parents provided supervision were less likely to have received disciplinary action. Implications for future research in terms of primary prevention of behavior problems are discussed.