Parental Involvement In Children Research Articles

Assessing Parental Involvement in Children’s Learning: Initial Validation of the Parent Involvement Survey

Assessing Parental Involvement in Children’s Learning: Initial Validation of the Parent Involvement Survey

Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.

The Impact of Parental Involvement in Preschool on Children’s Academic Performance

This study aims to examine whether there is a correlation between parental involvement in preschool and children’s academic performance. The study also investigated whether parental involvement (home-based, school-based and home-school conferencing) have an impact on pre-school children’s academic performance. In addition, this study also investigated the effects of parents’ gender, level of education and income on young learners’ academic success at school. This study employed a descriptive research design and used questionnaire to collect the data. The sample consists of 400 parents from five preschools in Henan district, China. Stratified random sampling was used in choosing the sample. The data of the study were analyzed using independent correlation, regression, independent samples t-test and one-way ANOVA. The results revealed that there is a significant positive correlation between parental involvement (home-based involvement, school-based involvement and home-school conferencing) and preschoolers' academic performance. The findings also showed that female parents were more engaged than male parents at preschool. Results of the ANOVA test revealed that parents with higher level of education and higher income were significantly more involved in preschool compared to their counterparts with lower level of education and lower income. These findings are crucial for policy makers to take the right measures in enhancing parental involvement in preschool.

Peran Krusial Orang Tua Terhadap Perkembangan Iman Anak Katolik

The development of Catholic children's faith is greatly influenced by the role of parents as role models and primary educators. In the family, parents are responsible for introducing the values ​​of Catholic faith and traditions through teaching, religious practices and constructive discussions. This research reveals that parental involvement in children's spiritual lives not only strengthens the foundations of faith, but also shapes children's character and morals. Through various methods, such as praying together, attending mass, and reading the Bible, parents can create an environment that supports the growth of faith. The research results show that children who receive strong spiritual support from their parents tend to have a higher commitment to their Catholic faith in the future. Therefore, the role of parents is very crucial in forming and maintaining their children's faith.

Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach

Research has consistently demonstrated that parental involvement plays a key role in children’s early second language (L2) development. However, little is known about how different aspects of parental involvement in children’s L2 learning are configured and how these differentiated combinations of parental involvement are associated with children’s L2 motivation and engagement. Moving beyond prior studies, which typically focused on the effects of single aspects of parental involvement, this study utilized a person-centered approach to examine the configuration patterns of various indicators of parental involvement in children’s L2 learning (i.e. parental autonomy support, psychological control, and behavioral control). Data were collected from a sample of 702 seventh graders ( Mage = 13.09, SD = 1.64; 50.14% girls) in two major cities in China. Four distinct profiles (i.e. Authoritative, Neglectful, Control-centered, and Intrusive) were identified. Children’s L2 learning motivation and engagement varied across these profiles. These more nuanced findings shed light upon the heterogeneous nature of various parental involvement in children’s L2 learning and carry significant practical implications for both parents and practitioners aiming to foster a more supportive environment for children’s L2 learning.

Sistem Informasi Monitoring Orang Tua Terhadap Kehadiran Anak di Sekolah Berbasis Website

Student attendance at school is very important to ensure that they get a good education and are successful in the future. Parents are an important part in supporting their children's education, communication between parents and schools is very important in supporting children's education. Currently, there are still many schools that use attendance books as a medium for recording student attendance. This makes it difficult for parents to monitor their child's attendance regularly, especially if they are at work or unable to visit school every day. The purpose of writing this Final Project (TA) is to create a website-based application to monitor student attendance at SMP Negeri 13 Sungai Raya, which is in Kabupaten Kubu Raya. The method used in developing this software uses the waterfall method and data collection methods. With this web-based application, it can assist parents in monitoring their children's attendance at school and increase parental involvement in children's education by providing accurate and up-to-date information about children's attendance at school

Family and School Cooperation as Social Capital

Starting from the belief that the interaction and connection between people, on which the relationship between the family and the school is based, is a value for itself, from the specific aspect of the theory of social capital, the cooperation between the family and the school is viewed. The paper aims to describe the cooperation between family and school as a form of social capital, i.e. as a resource that contributes to the educational achievements of students. Representation and outcomes of social capital in the education field are analyzed from different points of view. Different levels of social capital analysis potentially lead to implications for the improvement of family-school cooperation operationalized by different activities of parental involvement in children's education by (in)equality of family resources and context.

Theological Ethical Study of the Role of Parents in Educating Children in the Gmim Marturia Ratatotok Congregation

The research focuses on the crucial role of parents in shaping the moral and spiritual development of children in the congregation, as well as close collaboration between parents and the Church in instilling positive values ​​and providing spiritual guidance to children. This research aims to determine the ethical awareness and involvement of parents in educating children within the GMIM Marturia Ratatotok congregation, emphasizing the theological and ethical dimensions of the role of parents. The research method used is qualitative, using observation data collection, interviews, literature studies, and data analysis. This research explores the perspectives and benefits of involving parents and children in natural environments. Research findings emphasize the importance of the active role of parents in shaping the moral and spiritual character of children in the congregation. The research results show that parental involvement rooted in Christian values ​​is crucial to promoting children's well-being and building a societal foundation of truth. So, it can be concluded that the active involvement of parents in children's education within the GMIM Marturia Ratatotok congregation is significant for developing children's character and spiritual growth. The implications of this research emphasize the need to prioritize parental involvement and support and strong collaboration between parents and the Church. This research recommends special programs designed to increase parental awareness and involvement in children's education and develop effective strategies to strengthen collaboration between parents and the Church in instilling Christian values.

Kerjasama Guru Dan Orang Tua Dalam Menangani Anak yang Masih Ditunggu Pada Jam Belajar di PAUD Harapan ORANG TUA DALAM MENANGANI ANAK YANG MASIH DITUNGGU PADA JAM BELAJAR DI PAUD HARAPAN KITA DI DESA SAING RAMBI TAHUN PELAJARAN 2021-2022

This research has three research objectives, including the following: First, to find out the characteristics of children who are still waiting for learning hours at PAUD Harapan Kita in Saing Rambi Village for the 2021-2022 Student Year. Second, to find out how teachers and parents collaborate in dealing with children who are still waiting for hours at PAUD Harapan Kita in Saing Rambi Village for the 2021-2022 Student Year. Third, to find out what the implications or results of collaboration between teachers and parents are in dealing with children who are still waiting for hours at PAUD Harapan Kita in Saing Rambi Village for the 2021-2022 Student Year. The research uses a qualitative approach while this type of research is phenomenological research. There are three types of data collection techniques in this research, namely: Interview, Observation and Documentation. Meanwhile, the data analysis techniques used are data collection, data reduction, data display, drawing conclusions and verification. Then the data validity checking techniques used are triangulation (source triangulation) and member check. Research result. First, cooperation between teachers and parents in handling children who are still waiting for learning hours at PAUD Harapan Kita Saing Rambi Village for the 2021-2022 academic year. Collaboration between teachers and parents is important in the child's growth and development process, so good cooperation is very helpful for children, especially children who are still experiencing problems or obstacles to learning at school. Second, a form of cooperation between teachers and parents in dealing with children who are still waiting for learning hours at PAUD Harapan Kita Saing Rambi Village for the 2021-2022 academic year. Consists of several, namely: 1) Parenting, 2) Communication, 3) Volunteering, 4) Parental involvement in children's learning at home, 5) Decision making, 6) Collaboration with community groups. Third, the implications or results of collaboration between teachers and parents in dealing with children who are still awaited during learning hours at PAUD Harapan Kita Saing Rambi Village for the 2021-2022 academic year. Providing guidance and motivation for children's learning, providing stimulus to children wholeheartedly with love and helping children learn, play and interact with their classmates

Study on Strategies for Improving Piano Education for Preschool Children with Parental Participation

This study focuses on exploring the key role of parental involvement in children's education, especially in the process of piano learning, in the field of music education, in order to provide corresponding improvement strategies. This study adopts a mixed method research design, combining quantitative and qualitative research methods. First of all, the basic information of parents, their participation in children's piano learning and students' piano learning level were collected through a questionnaire survey. SPSS software was used for frequency analysis, descriptive statistical analysis and difference analysis to explore the relationship between parents' characteristics and participation level and the influence of participation level on students' piano learning level. Secondly, through in-depth interviews with school administrators, qualitative data on the challenges faced by parents involved in children's piano learning were obtained, and targeted solutions were proposed on this basis. The quantitative results show that parents' gender, age, education level and occupation are closely related to their participation in their children's piano learning, and parents' participation is significantly positively correlated with students' piano learning level. The qualitative analysis reveals the challenges encountered by parents in the process of participation, such as time and resource limitations, cognitive level and skills deficiencies, and puts forward some coping strategies, such as providing educational resources and strengthening communication and cooperation between family and school. Finally, this study emphasizes the positive role played by parents in children's piano learning, that is, by creating a good learning environment, emotional support and strengthening family ties, it effectively promotes the development of children's musical ability and the improvement of comprehensive quality. Therefore, it is suggested that school administrators actively advocate and promote parents to effectively participate in their children's piano learning, and form a good mechanism of home-school cooperation and co-education to help children develop comprehensively.

Inequality in Parent Involvement in Children's Education During Covid-19

<p style="text-align:justify"><span style="font-size:9.0pt">This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during Covid-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds’ learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children’s learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children’s learning during health crises and reducing education inequalities.</span></p>

The Role of Islamic Religious Education in Shaping the Character of Children in Banyuurip Village in the Digital Era

This study aims to explore the role of Islamic Religious Education in shaping children's character in the digital era. The research involves a literature review to examine relevant studies and articles, and identify Implications for the educational world. The findings indicate that Islamic Religious Education plays a crucial role in character development for children in the digital age. In addition to teaching religious values, Islamic Religious Education also includes ethical and moral learning essential for children. The study reveals that Islamic Religious Education is effective in imparting moral values, developing digital ethics, and fostering spiritual awareness in technology use. The implications of this research include aspects of ethics and morals in technology use, the development of digital ethics, and the importance of parental involvement in shaping children's character in the digital era. This research is important for parents and teachers to understand in order to develop effective strategies for nurturing responsible, ethical, and integrity-driven character in children's digital lives. In this interconnected era, integrating Islamic moral and ethical values in education is cructal to ensure that children use technology wisely and responsibly.

Early-life family and school impacts on adolescent conduct problems: A path analysis.

Limited research has been conducted to examine the factors during early childhood that may contribute to conduct problems in later stages of life. This study aimed to investigate the relationship between family and school environments during early childhood and conduct problems in adolescence. In Wave 1 (W1), the study recruited 502 participants, aged 5-6 years, from Hong Kong local kindergartens, with 51.4% boys. One of their parents provided information about family socioeconomic status (SES), parent-child recreational activities, and child screen time, whereas the class teacher rated their school readiness using the Chinese version of the Early Development Instrument. Data on the number of special facilities were obtained from the kindergartens. In Wave 2 (W2), the same parents of 395 participants were asked about their involvement in their children's education. Finally, in Wave 3 (W3), the parents of 206 participants completed the Conduct Problem scale of the Strength and Difficulties Questionnaire to evaluate the level of conduct problems in the participants. The results of the path analysis revealed that higher W1 family SES was associated with fewer W3 conduct problems through an increase in W1 and W2 parental involvement in children's learning and play activities. Findings have implications for understanding the impact of early-life family and school environments on adolescent conduct problems. Early childhood interventions that promote family resources and positive parent-child interactions have the potential to reduce adolescent conduct problems.

Examining the Effect of Parental Support and Education Provided to Parents

The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training.

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.

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement.

Migrant workers from rural China often leave their children at home to be raised by grandparents or other family members. This study explored the relationship between parents' educational expectations, parental involvement, and the academic performance of left-behind children in China. A total of 19,487 student samples were obtained from the China Education Panel Survey (CEPS), and 5078 of these met the criteria for being considered as 'left behind' children. Results indicated: (1) a significant positive correlation between parents' educational expectations and left-behind children's academic achievement; (2) parental education involvement plays a partial mediating role between parents' educational expectations and left-behind children's academic performance; (3) a significant negative correlation between parental intellectual involvement and educational expectations of left-behind children; (4) parental management involvement was not significantly correlated with parents' educational expectations and left-behind children's academic performance; and (5) a significant positive correlation between parental emotional involvement and educational expectations of left-behind children. The findings highlight the important role of parental educational expectations and have implications for the improvement of educational outcomes in China.

A Comparison of Parenting Strategies in a Digital Environment: A Systematic Literature Review

In the modern digital landscape, parental involvement in shaping children’s internet usage has gained unprecedented importance. This research delves into the evolving trends of parental mediation concerning children’s internet activities. As the digital realm increasingly influences young lives, the role of parents in guiding and safeguarding their children’s online experiences becomes crucial. The study addresses key research questions to explore the strategies parents adopt, the content they restrict, the rules they establish, the potential exposure to inappropriate content, and the impact of parents’ computer literacy on their children’s internet safety. Additionally, the research includes a thematic question that broadens the analysis by incorporating insights from studies not directly answering the primary questions but contributing valuable context and understanding to the digital parenting arena. Building on this, the findings from a systematic literature review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, highlight a shift towards more proactive parental involvement. Incorporating 49 studies from 11 databases, these findings reveal the current trends and methodologies in parental mediation. Active mediation strategies, which involve positive interactions and discussions about online content, are gaining recognition alongside the prevalent restrictive mediation approaches. Parents are proactively forbidding specific internet content, emphasizing safety and privacy concerns. Moreover, the emergence of parents’ computer literacy as a significant factor influencing their children’s online safety underlines the importance of digital proficiency. By shedding light on the contemporary landscape of parental mediation, this study contributes to a deeper understanding of how parents navigate their children’s internet experiences and the challenges they face in ensuring responsible and secure online engagement. The implications of these findings offer valuable insights for both practitioners and researchers, emphasizing the need for active parental involvement and the importance of enhancing parents’ digital proficiency. Despite limitations due to the language and methodological heterogeneity among the included studies, this research paves the way for future investigations into digital parenting practices.

Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa

The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.

PARENTS’ INVOLVEMENT IN THE EDUCATION OF CHILDREN WITH ISLAM BASED ON IMAM AL-GHAZALI’S PERSPECTIVE

Parental involvement in children's education is crucial in any cultural or religious context, including Islam. Education is highly valued in Islam, and parents are considered their children's primary educators and role models. Parents are responsible for imparting religious education to their children. Therefore, this study aims to explain the essential elements of Muslim parenting from the perspective of Al-Ghazali, explore the importance of parents’ involvement in educating Islam, and analyze the effect of the parents' participation on children. This study applied document analysis and interviews as data collection methods. Five parents were interviewed with open-ended questions. As a result, there are three critical elements in parenting, according to Al-Ghazali, namely knowledge acquisition, worshipping Allah, and relation and responsibility towards children. All the participants agree that parents’ involvement in nurturing Islamic education in children is significant besides only focusing on academic education. Some participants' opinions regarding the effect of parents’ involvement in educating Islamic teaching, namely curbing bad influences, good behaviour or akhlak, and clear guidelines for children. This finding potentially creates awareness and offers guidance to parents, encouraging them to enhance their efforts for the well-being of their children and families. It serves as a reminder that when individuals prioritize practising and preserving their faith, Allah, the Almighty, ensures the well-being of the family structure, leading to harmony within the broader community.

Parental Involvement in Children’s Education in the United States: Evidence from Annual Survey of Refugees

This study examined sociodemographic factors that influence parental involvement in children’s education among recently resettled refugees in the U.S. Data came from the 2018 Annual Survey of Refugees (ASR). A sample of 1007 refugees aged 16 years or older was analyzed using chi-square tests to obtain the prevalence estimates and multiple logistic regression to predict an association between independent and dependent variables. The results indicate that females, married parents, those aged 25–29, and with good English proficiency were associated with higher odds of being involved in children’s education. However, unmarried refugees aged 55 or older were associated with lower odds of being involved in children’s education. Therefore, addressing existing gender disparities, language and cultural barriers, providing cultural orientation programs, encouraging parent-teacher communication, offering empowerment workshops, and increasing social support systems can help facilitate parental involvement in their children’s education. Further implications for practice and policy are discussed.