Parental Academic Involvement Research Articles

The Role of Family Cultural Capital to Predicting Study Abroad Participation in First-Generation U.S. Undergraduates

ABSTRACT This study contributes new empirical using longitudinal national data on the factors explaining study abroad participation in U.S. undergraduates using Roksa et al.’s asset-based concept of family cultural capital. Specifically, this study found that parental nativity and frequency of family vacations were positively associated with study abroad participation. Increased parental academic involvement among first-generation college students, however, was negatively associated with study abroad participation, suggesting a hierarchy of priorities in parental advice in the educational decision-making process. This paper also considers how study abroad offices and parent orientations can promote study abroad for first-generation college students.

Longitudinal Trajectories of Social Mobility Beliefs among Chinese Adolescents: The Protective Roles of Parental Academic Involvement and Adolescent Future Orientation.

Social mobility beliefs play a significant role in shaping adolescents' adaptive developmental outcomes, including well-being and academic functioning. Nevertheless, existing research may not cast light on the distinct trajectories and potential protective factors of social mobility beliefs. The present study aims to identify heterogeneity in trajectory patterns of social mobility beliefs among Chinese adolescents (Mage = 12.45, SDage = 2.60; 55.1% boys; 40.0% rural adolescents) in a four-wave (i.e., fall 2017, fall 2018, spring 2019, and fall 2019) longitudinal design, and examines the protective roles of parental academic involvement and adolescent future orientation. Three distinct trajectories of social mobility beliefs were identified: high-increasing (35.1%; a positive trajectory with the best developmental outcomes, including the lowest problem behaviors and depression symptoms, and the highest life satisfaction and academic competence), moderate-stable (49.8%), and low-decreasing (15.1%; a negative trajectory with the worst developmental outcomes, including the highest problem behaviors and depression symptoms, and the lowest life satisfaction and academic competence). Apart from the main effects of parental academic involvement and future orientation, a significant interaction effect of these two protective factors and adolescent group was detected, and only rural adolescents who reported both high levels of parental academic involvement and future orientation have a greater chance of being placed in the high-increasing trajectory than the low-decreasing trajectory. These findings highlight the significance of clarifying individual differences in the dynamic process of social mobility beliefs during adolescence, and elucidate rural-urban disparities in the influences of protective factors on social mobility beliefs trajectories, and inform individualized intervention strategies.

Ortaokul Öğrencilerinde Algılanan Anne-Baba ve Öğretmen Akademik Katılımı ile Akademik Erteleme Davranışı Arasındaki İlişkide Akıllı Telefon Bağımlılığının Rolü

The main aim of this research is to examine the role of smartphone addiction in the relationship between perceived parental and teacher academic involvement and academic procrastination behavior among middle school students. The data for the research were collected from 590 students who study in middle schools in Odunpazarı district of Eskişehir through personal information forms and scales. The scales used in the study consist of items that inquire about the levels of perceived parental and teacher academic involvement, academic procrastination behavior and smartphone addiction of the students. In line with the aims of the research, the data were analyzed using the SPSS 22.0 package program. Descriptive statistics, correlation analysis and regression analysis were used to answer the research questions. According to the results obtained from the study, it was determined that middle school students’ levels of perceived parental and teacher academic involvement were above average, their levels of smartphone addiction were below average and finally their frequency of academic procrastination behavior was below average. As a result of the study, it was determined that there were negative and statistically significant relationships between perceived parental and teacher academic involvement and the academic procrastination behavior of students. As a result of the regression analyses conducted for the main purpose of the research, it was revealed that smartphone addiction partially mediated both the effect of perceived parental academic involvement on academic procrastination behavior and the effect of perceived teacher academic involvement on academic procrastination behavior. Within the scope of the study, it was suggested to examine other possible variables that may cause academic procrastination behavior, which is one of the most important factors that negatively affect student success.

The Effect of Self-Regulated Learning Behavior on Online Academic Procrastination and the Moderating Role of Parental Academic Involvement Latent Profiles Among Middle School Students

Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of selfregulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support. These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.

Perceived parental involvement influences students' academic buoyancy and adaptability: the mediating roles of goal orientations.

Academic buoyancy and adaptability (i.e., student capacities to deal with difficulties and challenges in daily school lives and to make appropriate cognitive, behavioral as well as affective adjustments in interacting with new, uncertain, and/or changing situations, circumstances, and conditions) can help learners regulate and protect themselves in the failure-prone learning environment. This study examined how students' perceptions of parental academic involvement and their goal orientations were related to their academic buoyancy and adaptability in mathematics learning. We recruited a sample of 1,164 Chinese junior high school students. Using structural equation modeling, the results indicated that after controlling for family socioeconomic status and gender, perceived parental involvement was positively related to the students' academic buoyancy and adaptability. Furthermore, parental involvement was significantly associated with students' mastery and performance-approach goal orientations, which further partially mediated the relationship between parental involvement and academic buoyancy and adaptability. However, the mediating role of a performance-avoidance goal orientation in this relationship was not significant. Findings highlight the important roles that parenting practices and individual achievement motivation play in the development of academic buoyancy and adaptability in the Chinese context. Future research directions and implications are discussed.

Heterogeneity in Parental Trauma, Parental Behaviors, and Parental Academic Involvement

Heterogeneity in Parental Trauma, Parental Behaviors, and Parental Academic Involvement

初中生成就动机与学业焦虑的关系：父母学业参与的调节作用

初中生成就动机与学业焦虑的关系：父母学业参与的调节作用

Risk factors in adolescence as predictors of trajectories of somatic symptoms over 27 years.

BackgroundSomatic symptoms among adolescents are common, yet little is known about long-term trajectories of somatic symptoms and the factors in adolescence that shape them. We examined individual, family and school-based factors at age 16 as predictors of trajectories of somatic symptoms over 27 years.MethodsParticipants from the Northern Swedish Cohort (n = 1001) responded to questions about individual factors (e.g. health behaviours), family factors (e.g. contact with parents, social and material adversity) and school satisfaction at age 16; as well as 10 somatic symptoms at ages 16, 18, 21, 30 and 43. Teacher assessments at age 16 included overall ability at school and peer relations. Age 16 predictors of somatic symptom trajectory group membership were analysed using multinomial logistic regression.ResultsPoor contact with mother and poor school satisfaction were significant predictors of adverse symptom trajectories among both men and women. Low birth weight and low parental academic involvement were contributing factors for women, while smoking and social adversity were more relevant factors for men.ConclusionsOur findings emphasize the importance of a holistic approach that considers the unique contributions of individual, family and school-based factors in the development of trajectories of somatic symptoms from adolescence to middle age.

RELATIONSHIP BETWEEN PARENTAL EDUCATIONAL INVOLVEMENT AND GIRL-CHILD ACADEMIC PARTICIPATION IN MIXED DAY SECONDARY SCHOOLS IN NDHIWA SUB-COUNTY, KENYA

Globally, the significance of parental involvement in accelerating girl-child education is a worldwide-accepted factor that influences their participation. In Ndhiwa Sub County, girl-child performance in the Kenya Certificate of Secondary Education (KCSE) in mixed day secondary schools has been comparatively low over the years indicative of their low academic participation. Data available at the Ministry of Education offices in Ndhiwa Sub-county shows that consistently in the period 2014 to 2018 boy students performed better than girl students with an average Homa Bay county mean-score difference margin of a total of 4.4, more so in Ndhiwa Sub-county case lagging at a disadvantage of total 5.9 mean score difference. The purpose of this study was to determine the relationship between parental educational involvement and girl-child academic participation in mixed day secondary schools in Ndhiwa Sub- County. The specific objectives were; to determine the relationship between parental provision of auxiliary educational needs and girl-child academic participation in the mixed day secondary schools; and to determine relationship between parental academic involvement and monitoring, and girl-child academic participation in mixed secondary schools in Ndhiwa Sub-county, Kenya. The Rational Choice Theory guided the study. The population of this study was the 32 principals, 132 class teachers and 3340 girl-students in the 32 mixed day secondary schools in Ndhiwa sub-County from which 11 principals and 20 girl students were interviewed, and 40 class teachers and 334 girl-students were sampled randomly for questionnaire. Face validity and content validities were tested using expert judgment while Cronbach’s Alpha (α) was used to test for the instrument reliability. The data collected was analysed descriptively while Pearson’s correlation coefficient was used to establish the relationship. Results showed that parental provision of girl-child auxiliary needs is positively and significantly correlated with girl-child academic participation (R = 0.769, p< 0.01), and that there is a positive significant relationship between parental academic involvement and progress monitoring and girl-child academic participation(R = 0.786, p< 0.01). It is concluded that parental provision of girl-child auxiliary needs could significantly lead to improved girl-child academic participation; and that parental academic involvement and progress monitoring could significantly lead to improved girl-child academic participation. It is recommended that exclusive ways of managing schools should be adjusted to create a space for active parental involvement. The findings of this study will provide reference material for policy makers, educational administrators and researchers in addressing girl-child educational participation.

The Difference of Learning Flow according to the Level of Locus of Control, Parental academic Involvement and Achievement Goal Orientation in Middle School Students

목적 본 연구에서는 중학생의 통제소재, 부모학습관여, 성취목표지향 수준에 따른 학습몰입의 차이를 분석하였다. 방법 이를 위하여 부산시 소재 중학생 307명을 대상으로 통제소재, 부모학습관여, 성취목표지향 수준에 따라 학습몰입의 차이를 알아보기 위해 통제소재, 부모학습관여, 성취목표지향성을 상, 하 수준으로 범주화하였고 수준에 따른 차이를 알아보기 위해 t검증을 실시하였다. 결과 첫째, 통제소재에 따라 학습몰입은 유의미한 차이가 있다. 내적 통제소재 수준이 높은학생이 학습몰입이 높은 것으로 나타났으며, 외적 통제소재 수준이 낮은 학생이 학습몰입이 높은 것으로 나타났다. 둘째, 부모학습관여에 따라 학습몰입의 차이가 있다. 학습정보제공 및 조언, 학습방식 존중 수준이 높은 학생이 학습몰입이 높은 것으로 나타났으며, 학습성과 압력 수준에 따른 학습몰입의 차이는 통계적으로 유의하지 않은 것으로 나타났다. 셋째, 성취목표지향에 따라 학습몰입은 유의미한 차이가 있다. 수행접근, 수행회피, 숙달접근, 숙달회피 수준이 높은 학생이 학습몰입이 높은 것으로 나타났다. 결론 내재적 통제소재가 높을수록, 부모학습관여가 긍정적인 관여일수록, 성취목표지향이 높을수록 학습몰입의 수준이 높음을 확인하였다.

Parents’ and adolescents’ perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic

Although psychological stress that adolescents may encounter during the COVID-19 pandemic has been of increasing interest to scholars, few studies have examined the profound impact that parents give to adolescents when staying indoors. This study surveyed 1,550 students and their parents from eight middle schools in eastern China. We employed multiple linear regressions with school fixed effects to examine the different perceptions of parental involvement between parents and children, and the relationships between these different types of parental involvement and depression in middle school students. Results indicated that discrepancies existed in their perceptions of behavioral aspects of parental involvement, including parental academic involvement, parent-teacher communication, and parent–child communication. Most saliently, higher levels of parental academic involvement (B = 0.051, p < 0.05) and lower levels of parent–child communication (B = -0.084, p < 0.05) perceived by students were associated with higher levels of depression. These findings contribute to the understanding of the association between parental involvement and students’ mental health during the COVID-19 pandemic.

Parental Academic Involvement in Cross-border marriage, Native and Immigrant Families: The Roles of Family Resources and Parental Expectations

Migration patterns have become more complicated than before. The increase in cross-border marriage has increased the diversity of the student population. A simple distinction between native and immigrant students overly simplifies their diverse backgrounds. Analyzing data from PISA 2012, we attempt to fill the gap in the literature by comparing parental involvement between cross-border marriage, native, and immigrant families in Hong Kong, with a special focus on the roles of family resources and parental expectations. Our findings show that cross-border marriage families are significantly different from and sit between native families and immigrant families in terms of family resources, parental expectations, and parental involvement. Family resources play a greater role than parental expectations in the differences in parental involvement between cross-border marriage families, native families, and migrant families. This suggests that the disadvantages of cross-border marriage and immigrant families in parental involvement largely stem from a lack of family resources.

Family socio-economic status and children's academic achievement: The different roles of parental academic involvement and subjective social mobility.

Low family socio-economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross-sectional data. A total of 815 fourth- to sixth-grade children were recruited from five elementary schools in China. Family SES (measured by parents' education, parents' occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children's academic achievement was collected from their teachers. The results showed that (1) both family SES and parental academic involvement were positively correlated with children's Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children's Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children's Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children's parents who reported high levels of subjective social mobility. These findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.

Parental Academic Involvement and Youth Well-Being in Post-Divorce Families

ABSTRACT Using data from 340 divorced parents (58.2% mothers) with a child between 10- and 18-years-old, we tested if parental academic involvement was associated with youth post-divorce well-being. Results demonstrated that mothers’ academic involvement was associated with less youth internalizing and externalizing behavior. Additionally, fathers’ academic involvement was associated with less youth externalizing behavior. We also tested if parental warmth, youth disclosure, and/or parent-youth contact moderated any associations between parental academic involvement and youth well-being. There were no significant moderation effects, however, parental warmth and youth disclosure were associated with greater prosocial behavior, but less internalizing and externalizing behavior by youth.

Effect of Adolescent’s Personality and Parental Academic Involvement on Self-Regulated Learning

Effect of Adolescent’s Personality and Parental Academic Involvement on Self-Regulated Learning

Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study.

Many studies on parental involvement in their children's education have limitations in cross-sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time. This study examines the influence of parental involvement on achievement goal orientations among Chinese high school students. The participants included 741 high school students (367 girls; Mage =15.51years, SD=.46) in China. The data were collected in five waves with a 6-month interval, starting in the autumn of tenth grade and ending in the autumn of twelfth grade. In each wave, participants reported their perceived degree of parental involvement, mastery goal orientation, performance-approach goal orientation and performance-avoidance goal orientation. Over time, a decline was seen in these high school students' perceived level of parental involvement and mastery goal orientation, while an increase in their performance-approach goal orientation and stability in terms of their performance-avoidance goal orientation were found. In addition, the results indicated that the level of and changes in parental involvement had significant effects on the changes in mastery goal orientation, and were unrelated to those of two performance goal orientations. These findings evidence the dynamic nature of parental involvement and students' achievement goal orientations, as well as the positive influence of such involvement on the endorsement and development of mastery goal orientation, while this was not the case for the other two performance goal orientations.

A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents' Academic Goals.

The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (Mage = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.

Parental academic involvement across adolescence contextualized by gender and parenting practices.

Parental academic involvement is critical in promoting children's long-term academic success and may be especially impactful during middle school. However, longitudinal research is lacking for Mexican-origin youth and has focused mostly on mothers. Mexican-origin mothers and fathers reported their academic involvement during seventh grade, and we examined the moderating role of adolescents' reports of parental acceptance and harsh parenting in the association between parental academic involvement and 12th grade academic outcomes (N = 720 families). We also examined whether these associations were similar for girls and boys. Mothers' academic involvement predicted boys' grade point average (GPA) and preparation for postsecondary education for girls and boys. Mothers' and fathers' academic involvement were not associated with girls' GPA. Significant interactions between fathers' academic involvement and parenting were observed. Fathers' academic involvement positively predicted girls' preparation for postsecondary education, but only if their daughters perceived them to have lower levels of harshness parenting. Fathers' involvement was negatively linked with daughters' preparation for postsecondary education if they perceived higher levels of harshness from fathers. Conversely, fathers' academic involvement was positively linked with boys' preparation for postsecondary education if their sons perceived their fathers to have higher or average levels of harshness harshness. Patterns between father- son dyads replicated for a marginal interaction predicting boys' GPA. Parental academic involvement may be crucial for Latino adolescents, and parents may uniquely combine their parenting strategies to yield optimal academic outcomes for their girls and boys. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Influences of Parental Academic Involvement on Procrastination Behavior among Thai Adolescents in Bangkok Metropolitan Area

This study aimed to examine the influence of the perception of parents’ academic involvement on academic procrastination among Thai adolescents in Bangkok metropolitan area. Particularly, this study investigated whether: (a) perceived parental academic involvement (either support or control) predicts adolescents’ academic procrastination, and (b) whether self-efficacy for self-regulated learning (SE-SRL) and self-regulated learning (SRL) mediate the relation between parental academic procrastination. Participants were adolescents, aged between 15-18 years old, who have been studying in high schools and vocational schools in the Bangkok metropolitan area. Two-hundred ninety-five participants were recruited by using convenience sampling technique. Only participants, who gave consent forms, would participate in this study. All participants were asked to complete the Academic Procrastination Scale-Short Form (APS-Short Form: Yockey, 2016), Perceived Parental Academic Involvement (Janta, Jaikam, and Atipornpanich, 2018a), Self-Efficacy for Self-Regulated Learning Scale (Uscher & Pajares, 2008), and Self-Regulated Learning Scale (Wongkongdetcha, 2004) . Parceling techniques were employed to provide a valid representation of target latent variables. Structural Equation Model (SEM) using lavaan was then analyzed mediation variables. We found that SE-SRL and SRL partially mediate the relation between parental academic involvement and academic procrastination. That is, when perceived parental support and parental control increases SE-SRL and SRL, and consequently, the academic procrastination decreases. However, explained by direct effect, if parental procrastination increases, academic procrastination increases. The direct effect of parental control is stronger than the indirect effect, so the total effect of parental control indicates positive effect on academic procrastination.

Školski uspjeh adolescenata

S obzirom na isticanje važnosti visokoga školskog postignuća u našem društvu, potrebno je ispitati kako djeca doživljavaju roditeljska očekivanja vezana uz školsku uspješnost i kako se to odražava na njihov školski uspjeh. Preciznije, cilj je ovog istraživanja bio ispitati u kojoj mjeri sociodemografske karakteristike (spol i dob djeteta, obrazovanje roditelja), osobne karakteristike (adaptivni i neadaptivni perfekcionizam), psihološka prilagodba (ispitna anksioznost i somatizacija) te pojedini aspekti roditeljske akademske uključenosti (nadziranje, pomoć oko zadaće, komunikacija s djetetom te akademska očekivanja) pridonose objašnjenju školskog uspjeha mlađih adolescenata. Kako bi se ispitala percepcija adolescenata o razinama akademske uključenosti svojih roditelja, u sklopu je istraživanja preveden i validiran Upitnik percipirane roditeljske akademske uključenosti (engl. Perceived Parental Educational Involvement – PPEI; Carranza, You, Chhuoni i Hudley, 2009). U istraživanju je sudjelovalo 273 mlađih adolescenata, učenika petog do osmog razreda osnovne škole iz Splita. Konfirmatornom je faktorskom analizom potvrđena četverofaktorska struktura Upitnika percipirane roditeljske akademske uključenosti. Korelacijske analize upućuju na pozitivan odnos roditeljske akademske uključenosti i školskog postignuća adolescenata, odnosno adolescenti koji percipiraju akademska očekivanja svojih roditelja višima ostvaruju bolji školski uspjeh. Rezultati hijerarhijske regresijske analize upućuju na značajan doprinos spola, neadaptivnog perfekcionizma i akademskog očekivanja roditelja u objašnjenju školskog uspjeha adolescenata. Pri tome su akademska roditeljska očekivanja najznačajniji prediktor školskog uspjeha adolescenata.