Parental Involvement In Children Research Articles

Parenting in a 24/7 Economy: Mothers' Non-standard Work Schedules and Involvement in Children's Education.

Evidence suggests that parental involvement in children’s education has a positive impact on children’s educational achievements and wellbeing outcomes. The trend toward 24/7 economies has obliged many mothers to work non-standard schedules (i.e., schedules outside traditional daytime, Monday–Friday work schedules). This has raised concerns over how non-standard work schedules affect parenting behaviors, including paternal involvement in children’s education. Using data from mothers of young children (age 5–6) in Hong Kong (N = 433), this study examined the association between maternal work schedules and involvement in children’s home and school activities. The results of structural equation modeling found that weekend work was associated with lower levels of home-based involvement. By contrast, working non-standard hours was linked with higher levels of school-based involvement. This pattern suggested that non-standard work schedules could make it either easier or harder for mothers to balance work and family responsibilities, depending on the circumstances (i.e., whether they work non-standard hours or weekends). These findings, indicating that the effects of non-standard work schedules are not uniformly negative or positive, warrant sophisticated policy efforts to address the potential adverse effects of non-standard work schedules and avoid undermining their potential to be used as a family-friendly option.

The Importance of Parental Involvement on Students’ Speaking Achievement

This research article explores the importance of parental involvement on students’ speaking achievement. The researchers demonstrate how parental involvement in children’s learning process can lead to numerous benefits for both children and parents, educators, and also school; including speaking achievement in English subject area. In this global era, Indonesian students are expected to master English as stated in the curriculum. Speaking is an essential skill in English to help students facing the global era in order to build relationships with other people around the world. Sometimes students have difficulties in practicing their speaking skills. This may be due to the lack of involvement of parents in the children’s learning process. Parents should encourage their children to be fluent in English as one of the international languages which are needed to find a job and pursue further education. As a result, it is not only parents that become the crucial components in educating students to create a better achievement but also school and community matters. Thus, the involvement of parents is needed to play an active role in collaboration with school and community to help students to be actively participating in the learning process to increase students’ speaking achievement.

Should parents be involved in their children’s schooling?

ABSTRACT Over the last decade, there has been debate about whether parents should be involved in their children’s schooling. Although some have argued that parent involvement benefits children, others have argued that it does not and even has costs. Drawing on the large body of research relevant to this controversy, we make the case that, in general, parent involvement in children’s schooling facilitates children’s motivation, engagement, and learning, particularly when such involvement is autonomy supportive and affectively positive. However, parent involvement can have costs for children when it is controlling and affectively negative, which may be most common in the homework context because of the pressure associated with it. We offer a set of recommendations for educators to consider in taking the pressure out of the parent involvement equation, thereby facilitating parents’ optimal support of children’s motivation, engagement, and learning.

Oral health and knowledge of sighted children and children with visual impairment and their parents’ role in it: A comparative study

Aim: The present study aims to evaluate oral health knowledge and habits of children with visual impairment by comparison with their sighted counterparts and also evaluates parental knowledge and involvement in children’s oral hygiene routines. Methods: This observational and transversal study included the participation of 68 children (34 were visually impaired and 34 were sighted), from seven schools from Lisbon. The participants with visual impairment were age and gender-matched with their sighted counterparts to minimize variations in the analysis. In all, 52.9% of children were male, with average age of 11.15 (±3.413) years [6; 18]. The children and parents completed one survey each. Children were submitted to an oral examination to evaluate oral health. Results: Participants with visual impairment showed a non-significant increase in the decayed, missing, and filled teeth index (dmft), gingival, and oral hygiene indexes. Both groups’ gingival state was mostly classified as excellent, and oral hygiene was mainly classified as excellent/good. More children with visual impairment (85.7%) needed help with teeth brushing ( p = .046) and were more likely to miss dentist check-ups more often ( p = .025). Also, sighted children and their parents demonstrated more knowledge about oral health. Conclusion: Children with visual impairment and their parents showed less favorable results, justifying the need to promote oral health education to this demographic.

The ANALYSIS OF PARENT PARTICIPATION ON VIRTUAL LEARNING

Parental participation is all forms of parental involvement and participation in children's education and learning that can support good learning. Parents have a very important role in the education of their children. Especially in conditions of learning that must be done virtually. Virtual learning is learning that is carried out remotely or PJJ. This certainly requires the participation of parents to work together in realizing conducive and effective learning. In this study, the researcher wanted to know the effect of parental participation on virtual learning in PAUD institutions in Waluran District with the research subject being parents who have children aged 5-6 years who are group B students. This study uses a quantitative survey method by conducting a Pearsson correlation coefficient test. , it is shown that the value of R is a positive value and the coefficient of determination is calculated which shows a value of 43.3%, meaning that the Y variable has a 43.3% effect on the Y variable.

Parental involvement in children's education. Poland compared to the countries of Central and Eastern Europe on the basis of PISA 2018 data

The article is an attempt to compare the characteristics and correlates of parental involvement (PI) in the education of their children in 11 countries of Central and Eastern Europe: Belarus, the Czech Republic, Estonia, Lithuania, Latvia, Poland, Romania, Russia, Slovakia, Ukraine and Hungary. The data comes from the PISA 2018 survey and is based on representative, nationwide samples of 15-year-old students and their parents. The study used an analysis of variance and a series of logistic regression models. The three countries with the highest PI level among the CEE countries are Belarus, Russia and Ukraine. Poland turned out to be a leader only in terms of passive involvement (talks about the child's progress at the teacher's initiative). On average, the countries of Central and Eastern Europe are characterized by a high level of passive and low active involvement, and at the same time parents are more involved in material and non-material support for the school than in Western European countries. The feeling of being supported by 15 year old students is common. Even in Poland, where the rate was the lowest among the 11 surveyed countries, it was around 80%. PI is strongly associated with two variables: the gender of the student and the material status of the household. Students are more likely to receive support and as their economic status increases. The latter exceeds the influence of educational status.

Parental Involvement in Education and Collaboration with School

This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.

Reflections and perspectives on parental involvement in children’s school activity

This paper aims to look at the family as a living, unique organism that evolves, transforms, and adapts according to certain conditions. With the birth of children come challenges and responsibilities that each family understands and directs differently. Assuming the parental role, translating it into desirable behaviors, family relationships, and identifying the parents' attitude towards education in general are prerequisites of how they will get involved in their child's school activities. Research results have shown that the more and more effective parents are involved, the better their children's cognitive development, academic achievement, and self-confidence increase. On the other hand, children in families with poor parental relationships will experience lower academic achievement and less confidence in their ability to cope with school tasks. Differences have also been reported between the involvement of mothers and fathers respectively, as well as some of the effects of parental absence on children.

Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect

Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect

Parental involvement in Kosovar education: Relationships with gender, education and employment variables

This article aims to make an initial probe into parent involvement in children’s academic-related activities and how this is affected by the parents’ gender, education and employment variables. Most of the articles written on parental academic support focus on corroborating the positive relationship of parental involvement with student school achievement and cover samples from countries other than Kosova. This is the first correlational study which aims to show the significance of relationships of the specific demographic variables of Kosovar parents and the frequency of their homework help. Data are analysed using frequency distribution and chi-square for the correlation significance. The findings corroborate a higher percentage of females in parental involvement, and a negative correlation of parental involvement with employment and level of education. Implications and explanations for future research and practice are discussed.
 Keywords: Academic success, homework help, Kosovar education, parent involvement, primary level.

Parental Involvement towards Students’ Formation in Daily Secondary Schools

This article is a concept paper which analyses previous research on parental involvement on students’ development in daily secondary schools. The analysis of research which had been conducted in Malaysia and other countries indicated that there are two main types of parental involvement which are at home and in schools. There have also been studies that have looked at parental involvement in their children's education in their communities. The outcome of the studies showed that parental involvement in children’s education both at home and in schools result in increased achievement. However, some research found that parental involvement does not influence children’s achievement in school. Furthermore, some studies showed that the level of parental involvement decreases when their children are enrolled into secondary schools. In conclusion, parental involvement is not the only factor that influences educational success or failure.

Obstacles to parental involvement in children's education

This study explored new teachers’ perceptions of, and strategies for overcoming the obstacles to parental involvement in children’s education. 30 elementary school teachers with 1 to 5 years’ teaching experience were interviewed. Data were first coded through the grounded theory approach and then analyzed by case and cross case. As found out, obstacles to parental involvement were related to parents’ lack of cognitive readiness, affective preparedness, and physical resources. Strategies new teachers employed to overcome their perceived obstacles included cognitively informing, persistently outreaching, psychologically disarming or comforting, and consciously attending to parents’ individual differences, needs, or personal preferences. Lessons learned from this study will inform both in-service teachers’ efforts to engage parents for optimal student learning outcomes and teacher educators’ endeavors to prepare prospective teachers for more effective teacher-parent communication.

Parents' perceptions of distance learning during COVID-19 in rural Indonesia

This study was developed to investigate parents' perceptions and attitudes towards distance learning in response to many schools' closures due to the COVID-19. This research employed a qualitative approach. The research subjects consisted of parents of elementary school students in the City of Gunungsitoli, Indonesia determined by purposive sampling technique, totaling twenty-four people. The data were collected using semi-structured interview techniques and analyzed using thematic analysis techniques. This study shows that distance learning or learning from home in a research context takes the form of online and offline learning. The learning approach implemented during the COVID-19 emergency must be lived and supported without other options for parents. Although parents do not have negative perceptions, distance learning has increased the economic, psychological, and social burden on parents or families. The lack of parental involvement and support in children's learning process at home is generally due to the lack of time and parents' inability to become teachers for their children. Actions to accompany and support children's learning process at home are carried out to provide internet packages, help children master the material, and participate in completing assignments or tests given by the teacher. The surprising finding from this study is the decline in children's learning motivation and cognitive abilities. Parents hope that distance learning is not extended.

Parental Involvement in Children's Online Education During COVID-19; A Phenomenological Study in Saudi Arabia.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. This study focused on parental involvement in children’s education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data. The study found that parental involvement in children’s schooling has been affected by the COVID-19 pandemic. Furthermore, the interviews revealed that parents would prefer to keep to their chosen role rather than fulfil the teaching role imposed on them by COVID-19. This paper contributes to the application of Hoover-Dempsey and Sandler’s model of parental involvement in children’s schooling, illustrating that an external force drives parental involvement. More specifically, many parents have been forced to change the form of their participation due to the unforeseen shift to e-learning.

The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children.

With the change in the location of school education from the classroom to the home during the COVID-19 outbreak, there should be more educational caregiving from children’s parents when children learn online. Parental involvement in children’s online learning including study guide and psychological counseling is the specific content of educational caregiving, which is different from face-to-face learning. More attention should be paid to parental involvement and parents’ satisfaction with the online learning effect. This study therefore conducted a survey on middle school students’ parents to establish a moderating model, exploring the influence of parental involvement on parent satisfaction, and the number of children and parental education level as the moderator variables influencing parental involvement. The results show that there is a significant positive correlation between parental involvement and satisfaction, while the parental education level and the number of children both have a moderating effect on the relationship between parental involvement and parent satisfaction. The moderating effect of the education level of parents shows negative, while the moderating effect of the number of children is positive. An interesting finding is that the number of children has a very low influence on parental involvement.

A review of the relationship between parental involvement and children's academic achievement and the role of family socioeconomic status in this relationship

Based on Bronfenbrenner's (1986) ecological system theory, Bourdieu's (1997) concept of cultural capital and Coleman's concept of social capital, the present study has examined the relationship between parents' involvement in their children’s education and their academic achievement as well as the role the socioeconomic status plays in this relationship. Results obtained from a re-examination of 42 studies published between 2003 and 2021 revealed that there was a positive correlation between parental involvement and academic achievement of children. Parental involvement at home and at school, such as parents’ reading to their children at home, providing encouragement and support for learning, maintaining high aspirations and expectations for their children’s education and academic success, establishing communication, discussing school issues with their children, all have positively impacted the academic achievement of children. Socio-economic status (SES) affected the relationship between parental involvement and school success of children and played a mediating role in this relationship. Children of families with higher socioeconomic status made better use of their parents' involvement thanks to their parent’s greater cultural capital. Nevertheless, the educational involvement that parents with lower socioeconomic status can demonstrate is important in that it reduces or eliminatates the disadvantages that children from poor and lower educated families may encounter and the risk of academic failure. The impact of increased parental involvement on poor and lower SES children was greater, and these children made better use of parental involvement and were able to boost their academic achievement to a certain extent.  &nbsp

INVOLVEMENT OF PARENTS IN MODULAR DISTANCE LEARNING AMIDST COVID-19 PANDEMIC IN THE NORTHERN PART OF MINDANAO, PHILIPPINES

Parental involvement in child’s education has significant impact in the teaching-learning process especially in this time of pandemic. It enriches the interest of the learners by providing sufficient sustenance while he/she is in the stage of learning. This study determined the involvement of parents in modular distance learning of students in the northern part of Mindanao particularly in the division of Surigao del Sur amidst covid -19 pandemic. The study pursued answers on the contributory factors extended by parents and their involvement on the aspect of communication; learning at home; and financial support. The respondents of the study were the parents and students of the three selected schools in the division of Surigao del Sur. A validated researchers-made questionnaire checklist was used as the main tool in determining the extent of parental involvement to modular distance learning amidst covid-19 pandemic. Responses of parents and students were recorded and interpreted using appropriate statistical tool. Analysis showed that parent respondents are aware of their role especially in molding their child’s future, despite of their educational background and economic status. Likewise, the students are mindful of the efforts of their parents in giving them their needs especially if it is related to education.

Awareness of parents of hearing-impaired children about the importance of speech-language therapeutic interventions

Background: The importance of parental involvement of hearing-impaired children in their child's speech therapy cannot be denied. The current study aimed to determine parental awareness and involvement in the Speech-language therapeutic interventions of hearing-impaired children.
 Subjects and methods: This was a cross-sectional study design, and a purposive sampling technique was used. Data were collected from 45 parents (male=32, female=13) of hearing-impaired children whose children received speech therapy from special education centers and schools of Gujranwala. The duration of the study was nine months, from June 2019 to February 2020. A related questionnaire was developed with the literature, and expert opinions (Cronbach's α=0.894) were used to assess parental awareness and involvement in speech therapeutic interventions. Data entered and analyzed by SPSS version 23. Descriptive statistics were used to describe demographic variables (age, gender) of the participants. Frequency and percentage were used to access the awareness and involvement of the parents of hearing-impaired children.
 Results: Parental awareness survey showed that a total of 15 (33.3%) parents, both mother, and father, strongly agreed, and 24 (53.3%) agreed that speech therapy would be beneficial for their child. And results related to parents' involvement showed that 21 (46.7%) parents, both mother, and father, agreed, and 15 (33.3%) strongly agreed on their child's active involvement in speech therapy plans.
 Conclusions: The study concluded that most parents understand the importance of parental awareness and involvement in the therapeutic intervention of hearing-impaired children.

Style of meal service and feeding practices among Mexican American fathers and mothers: An analysis of video-recorded children's evening mealtime at home

The aim of this study was to examine video-recorded observations of evening family mealtime at home among Mexican American children to help elucidate style of meal service, fathers' and mothers' feeding practices and child's eating behavior. Consistent with guidelines for coding behaviors, we analyzed observational data of evening mealtimes of 71 Mexican American children aged eight to 10 years. Regarding style of meal service, in almost all cases (96%), parents plated the child's food, with more available on the table or counter in 40% of the observations. Mothers almost always served the child (94%). Regarding parental feeding practices, parents used positive involvement in meals (80%), pressure to eat (42%) and restriction of food (9%). Using food as a reward to control behavior was never used by either parent. The majority (75%) of children requested or negotiated to eat less food, or only eat certain items. In Mexican American families, both mothers and fathers play a role in family mealtimes and both use positive involvement in child's meals, and to a lesser extent pressure to eat, with their children aged eight to 10 years. To help reduce the obesity epidemic, intervention strategies are needed, which integrate the family, a plating style of meal and parental feeding practices that promote healthy eating in the home. To reduce obesity among Mexican American children, interventions that focus on parental positive involvement in child's meal and maintenance of home cooked meals could have a positive impact on the entire family.

Young adults' financial advice‐seeking behavior: The roles of parental financial socialization

AbstractObjectiveThis study investigated the association between family financial socialization during adolescence and seeking financial advice in early adulthood. Personality, financial risk tolerance, and financial knowledge were examined as mediators. Gender differences throughout the parental financial socialization process and outcome were also explored.BackgroundYoung adults are transitioning into adulthood. It has been found they lack fundamental financial knowledge and are more vulnerable to financial stress and financial shocks. Understanding young adults' financial advice‐seeking behavior is important because it is linked to positive financial outcomes. Parents serve as significant financial socialization agents for their children and can influence their financial knowledge, attitude, behavior, and long‐term well‐being. However, little attention has been paid to the role of parents in the financial socialization process on children's financial advice seeking in early adulthood.MethodUsing the 1997 National Longitudinal Survey of Youth and the family financial socialization model, we constructed a structural framework in which we could examine whether two aspects of family financial socialization, parenting style and receiving allowance, influenced young adults' propensity to seek financial advice. Also, the mediating roles of personality traits, financial risk tolerance, and financial knowledge were examined.ResultsPersonality traits, financial risk tolerance, and financial knowledge were directly associated with financial advice‐seeking behavior. Parenting style and receiving allowance during adolescence were indirectly associated with young adults' financial advice‐seeking behavior. Additional analyses by gender showed significant differences in the direct and indirect associations among financial socialization factors, personality traits, and financial advice‐seeking behavior between men and women.ConclusionThis study illustrates the association between early financial socialization and financial advice‐seeking behavior through psychological and knowledge factors focusing on the importance of family influence. Using a national dataset and the structural equation modeling method, we found insightful direct, indirect, and total effects of parental financial socialization on young adults' financial advice‐seeking behavior and significant gender differences in these effects.ImplicationsThe findings provide implications for policymakers and financial educators and practitioners. This study underscores the significant role of parents as financial socialization agents and their long‐term influence on adult children's financial advice‐seeking decisions. Current financial literacy programs not only should focus on educator–student relationships but also need to pay attention to parental involvement in children's financial socialization process. Adult financial education would help parents play a role in providing financial advice to their children as more capable socialization agents. Accessible financial counseling services at the community level can potentially meet the needs of young adults who have a lower financial knowledge to benefit from professional advice.