Predictors Of Parent Involvement Research Articles

Predictors of Parental Involvement in Their Child’s Education in Qatar

Predictors of Parental Involvement in Their Child’s Education in Qatar

Parental feeding practices and parental involvement in child feeding in Denmark: Gender differences and predictors

Studies about fathers and feeding are scarce and little is known about predictors of parental involvement in child feeding and of paternal feeding practices. Therefore, this study aimed to examine possible differences between Danish mothers and fathers with regard to their feeding practices and involvement in feeding related tasks, and to assess possible parent-related predictors of parental practices and involvement. A total of 261 mothers and 321 fathers of pre-schoolers completed an online survey with items from validated questionnaires. Gender differences were observed; fathers reported using higher levels of coercive control practices, while mothers reported using higher levels of structure practices and autonomy support practices. Both mothers and fathers reported to be highly involved in feeding their child. Regressions showed that a higher concern for child weight and a higher motivation for child preference when buying food were linked to a higher use of coercive control practices while a higher motivation for health control when buying food, cooking confidence, feeding/general self-efficacy and perceived responsibility for feeding were linked to a higher use of structure and autonomy support practices. The results of this study provide valuable insight into maternal and paternal practices in Denmark and their determinants.

Social Support, Education Levels, and Parents’ Involvement: A Comparison Between Mothers and Fathers of Young Children With Autism Spectrum Disorder

Parental involvement plays a critical role in the development of children with autism spectrum disorder (ASD), and can promote children’s developmental and educational outcomes. This study aimed to compare mothers and fathers of children with ASD’s social support and education levels in relation to their level of involvement. Participants included 107 parents (61 mothers, 46 fathers) of children with ASD aged 2 to 7 years. Three instruments measured parents’ involvement, formal and informal social support, and education levels. As hypothesized, mothers reported higher levels of involvement than fathers, which related to their informal support (non-formal relatives), while fathers reported receiving greater formal support than mothers. Hierarchical multiple regression analyses revealed unique gender differences in the predictors of parental involvement. For example, parental education positively predicted involvement only among fathers. Practical implications for services and child–family interventions are discussed.

Involvement in preschools: comparing Chinese immigrant and non-Chinese parents in New Zealand

This study compared 120 Chinese immigrant parents and 127 non-Chinese parents from New Zealand preschools on their level of involvement in preschool-based activities, as well as key predictors of parental involvement. Results showed that Chinese immigrant parents had a lower level of involvement than non-Chinese parents across three forms of involvement including communication with teachers, volunteering to help at the preschool, and participation in the preschool's decision making. For the entire sample, parental role construction and parenting self-efficacy were predictors of all three forms of involvement, and perceived opportunity for involvement was predictor of communication with teachers. For the Chinese immigrant sample, perceived opportunity for involvement predicted communication with teachers and participation in the preschool's decision making, and educational qualification predicted communication with teachers. The findings highlight the role of parents' motivational beliefs in parental involvement, in particular, the importance of teacher invitations for parental involvement among Chinese immigrant parents.International Research in Early Childhood Education, vol. 5, no. 1, p. 64-82

Changing patterns of parent–teacher communication and parent involvement from preschool to school

This study investigated the nature of parent involvement and parent–educator communication in prior-to-school early childhood settings and school, to explore relations to social capital variables and consistencies and changes in practices over time. Parent interview and teacher questionnaire data from two waves of the Longitudinal Study of Australian Children were analysed. Results indicated that parental involvement and communication decreased as children moved from prior-to-school settings to school. Educators in both settings reported using similar strategies to promote parent involvement and communication, but there were setting differences for parents' ratings of communication effectiveness. Using regression analyses, family socio-economic position (SEP), home language (English versus other), Indigenous status and home educational activities were examined as predictors of parent involvement and communication strategies, and effectiveness. Results showed that parents who were more engaged in education activities at home were more involved in their child's early childhood and school settings, had more frequent communication with educators and rated educator communication effectiveness more highly. SEP and home language were less consistent predictors, and Indigenous status was not associated with any of the measures.

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families.

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent-teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.

Socialization Values and Parenting Practices as Predictors of Parental Involvement in Their Children's Educational Process

Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children participated in the study. We found that mothers were overall more involved in their children's education than fathers. Whereas emphasis on social values at home was related to paternal and (marginally) to maternal home-based academic involvement, emphasis on self-direction values at home among mothers was related to their home-based general involvement. Also, inconsistency in family socialization values had a negative impact on paternal involvement. Finally, positive practices were most consistently related to all types of involvement among mothers and fathers. Practice or Policy: The findings of the present study emphasize the importance of concordance in mother-father values. For teachers, it emphasizes the need to cooperate with both spouses and to discuss broader topics, including their values and practices. The results additionally indicate the importance of finding ways to enhance collaboration with less-educated parents. The results have practical implications for teachers who can potentially help parents to become more involved in their children's education.

Parenting goals: Predictors of parent involvement in disease management of children with type 1 diabetes

The purpose of this study was to develop a measure of diabetes-specific parenting goals for parents of children with type 1 diabetes and to examine whether parenting goals predict a change in parenting involvement in disease management. An independent sample of primary caretakers of 87 children aged 10 to 16 years with type 1 diabetes completed the measure of parenting goals (diabetes-specific and general goals); both parent and child completed measures of parent responsibility for diabetes management at baseline and 6 months. Parents ranked diabetes-specific parenting goals as more important than general parenting goals, and rankings were moderately stable over time. Parenting goals were related to parent responsibility for diabetes management. The relative ranking of diabetes-specific parenting goals predicted changes in parent involvement over 6 months, with baseline ranking of goals predicting more parental involvement at follow-up. Parenting goals may play an important role in family management of type 1 diabetes.

Therapist Focus on Parent Involvement in Community-Based Youth Psychotherapy.

Parent involvement in the treatment of childhood disruptive behavior problems is a critical component of effective care. Yet little is known about the amount of time therapists are involving parents in treatment and factors that predict therapists' efforts to involve parents in routine care. The purpose of this study is to examine therapists' within-session involvement of parents in community-based outpatient mental health treatment. The data are from a larger longitudinal observational study of psychotherapy for children ages 4-13 with disruptive behavior problems and include videotaped psychotherapy sessions coded for the therapeutic strategies delivered as well as measures of child, parent/family, and therapist characteristics at baseline. Parent involvement is defined as the proportion of time in the session that therapists direct treatment strategies towards parents. Results indicated that therapists directed treatment strategies towards parents an average of 44% of the time within a session. Multilevel modeling was used to examine client-level (child, parent, and family functioning) and provider-level (therapist experience and background) predictors of parent involvement. Therapists involved parents more when the child had higher levels of behavior problems, when the parent reported higher levels of internalized caregiver strain, and when the therapist was more experienced. The results highlight potential areas to target in efforts to increase parent involvement, including training less experienced therapists to increase their focus on directing strategies towards parents.

Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development

The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their teachers. Teachers rated parent involvement, and preliteracy skills were assessed with standardized tests. Greater parent involvement was associated with stronger preliteracy skills. SES was positively associated with involvement, although involvement still predicted preliteracy development controlling for SES. No significant relation was found between depression and parent involvement. Single-parent status was associated with less involvement, and data were consistent with single-parent status partially mediating the relation between SES and involvement. These findings extend work with older children, and provide a step toward understanding possible mechanisms in the relation between SES and parent involvement.

Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the validity of a multi-dimensional, ecological conceptualization of parent involvement. Perceived context variables, including economic stress and neighborhood social disorder, related negatively to parent involvement. Parent characteristics, including sense of efficacy regarding education and level of education, related positively to parent involvement. Regression analyses detected different patterns of association between predictors and the three dimensions of parent involvement. Parent characteristics were associated with home involvement, while perceived context variables were predictive of the teacher–parent relationship. Implications of differential predictors for different domains of parent involvement and directions for future research and intervention with low-income families are discussed.

Parental involvement and spousal satisfaction with division of early childcare in Turkish families with normal children and children with special needs

In this low‐income Turkish sample, parents reported on father and mother division of childcare labor and satisfaction with division. Regardless of whether they were rearing typical or atypical children, mothers reported a higher level of involvement than fathers in every domain of childcare. In general, both mothers and fathers reported slight dissatisfaction with their own level of participation in childcare. Across groups, all mothers were significantly more dissatisfied (than their spouses were with their level of participation) with the fathers’ level of participation in childcare. Best predictors of parental involvement were parent's employment status, satisfaction with partner level of involvement, and parent educational level.

Parents' Social Networks and Beliefs as Predictors of Parent Involvement

Research on parent involvement has tended to characterize parents as relatively isolated individuals who interact with their child and their child's teacher. This study acknowledged that parents are social actors and maintain social networks that may affect the role they play in their children's education. Survey responses were collected from 195 mothers of students in grades 1-5 in 2 elementary schools (1 urban, 1 suburban) in order to analyze the degree to which parents' social networks predicted parent involvement at home and at school, taking into account parental beliefs and background factors. Multiple regression analyses showed that the size of parents' social network predicted the degree to which parents were involved at home or at school. Furthermore, different networks predicted different types of parent involvement. The research highlighted the importance of examining both individual beliefs and social networks as influences on parent involvement and suggested that parents' social networks can ...

Parental attributions as predictors of involvement and influences on child achievement.

This study, which was conducted in Cyprus, combines the theoretical framework of attribution research with that of parent involvement literature. Its aim was to investigate the role of parental attributions as predictors of parental involvement in their child's educational process and to examine the influence of both of these factors on the child's actual school achievement. The parents of 473 sixth grade students in 22 public elementary schools participated in the study. Data were also collected from students and their teachers. Participating parents completed questionnaires regarding their attributions of their child's achievement and their own degree of involvement in his/her life. It was found that parents who believed that their own role was important for their child's achievement tended to be more controlling and to be keener in developing the child's interests. Also, the parental attribution of the child's achievement to the child's own effort was positively related to the child's actual achievement results. Finally, it was found that the child's actual school achievement was directly related to the parental interest-developing behaviour, but it was not significantly related to the parental controlling behaviour. Through a structural equation model and a path analysis procedure, it was shown that a line of influence exists between parental attribution style, the type and degree of parental involvement and the child's actual academic achievement.

Teacher Communications, Child Achievement, and Parent Traits in Parent Involvement Models

Theory and research on achievement goals and parent involvement were used to examine parental mastery orientation, performance orientation, and efficacy in involvement as predictors of parent involvement. Those variables were also investigated for their ability to mediate the effects of amount of teacher communications, child achievement, and parent education level and ethnicity on parent involvement. The primary direct predictors of parent home involvement were performance orientation, child achievement, mastery orientation, parent efficacy in involvement, and amount of teacher communications. Multiple-regression and path analysis results demonstrated the importance of parent mastery orientation and performance orientation as mediating variables in the study of parent involvement; four patterns of parent involvement should be examined in future research.

Predictors of parent involvement in children's schooling.

Parents' involvement in their children's schooling is associated with children's school success, with the positive effects of parent involvement having now been demonstrated across a wide range of age levels and populations (e.g., Epstein, 1983; Fehrmann, Keith, & Reimers, 1987; Reynolds, 1989; Stevenson & Baker, 1987). Researchers know less, however, about the factors that determine how involved parents become. Understanding such factors should assist in developing interventions to increase parent involvement in all families. To date, the focus of most work on predictors of parent involvement has been demographic factors. For example, lower income, less educated (Hoover-Dempsey, Bassler, & Brissie, 1987; Lareau, 1987), and single parents (Epstein, 1990b) are less involved than are more educated, higher income, or married parents. However, little work has gone beyond the social address (Bronfenbrenner, 1986) model to explain how such factors affect involvement. Further, the majority of studies on this issue have used narrow, unidimensional measures of parent involvement that don't take into account the diverse ways in which parents can be involved (Auerbach, 1989). In this study, we add to the literature by using a multilevel model of intra- and extrafamilial factors that might influence multiple facets of parent involvement.

Predictors of parent involvement in an early intervention program: comparing sites, cohorts, and type of involvement

The 1960s War on Poverty launched four decades of early educational intervention programs designed to increase the chances that children from low-income families could succeed in school. Evaluations of such programs have demonstrated that under the right conditions, early educational intervention programs can have a remarkably powerful and long term impact on the lives of participants (Gomby, Lamer, Stevenson, Lewit, & Behrman, 1996; Lazar & Darlington, 1982). For example, children attending the Perry Preschool program in Ypsilanti, Michigan not only performed better in school but ultimately led more productive lives, with decreased high school drop-out rates, fewer early pregnancies, fewer criminal prosecutions, and higher job salaries (Schweinhart, Barnes, Weikert, Barnett, & Epstein, 1994). Historically, experimental and quasi-experimental research designs have been utilized in evaluations of these intervention programs in order to compare groups of children who received a program to peers who did not. Differences in the life trajectories of these two groups is attributed to the treatment group's participation in the intervention. Such studies, although useful for demonstrating program effectiveness, pay only scant attention to the mechanisms by which these programs have their impact.

Predictors of parent involvement in children's schooling.

Predictors of parent involvement in children's schooling.

Predicting Head Start Parent Involvement in An Alcohol and Other Drug Prevention Program

This study examined Health Belief Model predictors of parent involvement with preschool children in an alcohol and other drug (AOD) prevention program. Over 300 Head Start parents were invited to participate in BABES (Beginning Alcohol and Addictions Basic Education Studies) with their children once a week for 7 weeks. Two hundred parents completed self-report instruments prior to participation in BABES. Previous classroom involvement, barriers, county, and race predicted high attendance (3 to 7 lessons). AOD use severity, benefits, and role modeling predicted low attendance (1 to 2 lessons). Further research involving manipulation of external cues, parent involvement in nonclassroom settings, and race-homogeneous samples is recommended.

Parents' Reactions to Teacher Practices of Parent Involvement

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.