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Cette étude vise à vérifier le premier niveau du modèle de Hoover-Dempsey et Sandler (1995, 1997) sur le processus de participation parentale. Les auteurs postulent que les parents décident de participer au suivi scolaire de l’enfant en fonction de la compréhension qu’ils ont de leur rôle parental, de leur sentiment de compétence et des invitations à participer de la part des enseignants. L’échantillon est composé de 1 227 parents d’élèves de la 1re à la 6e année du primaire et fréquentant sept écoles primaires de la région de la Mauricie Centre-du-Québec. Les analyses ont permis d’identifier deux modèles de la participation parentale, à domicile et à l’école. Quelles que soient les caractéristiques individuelles et familiales, le sentiment de compétence parentale relié à l’impact des efforts du parent sur les résultats scolaires et les apprentissages de l’enfant constitue le meilleur prédicteur de la participation parentale à domicile. La participation parentale à l’école est prédite principalement par la variable correspondant aux invitations à participer de la part des enseignants, suivie par la compréhension du rôle parental.This study examines the first level of Hoover-Demspey and Sandler’s model of parental involvement processes. The authors postulate that parents’ decisions to become involved in their child’s school activities is based on their understanding of their role as parent, on their feelings of competence and on teachers’ invitations to participate. The study sample included 1 227 parents of children in seven primary schools in Quebec. Analysis of the results led the authors to identify two models. Whatever individual or familial characteristics were noted, it was found that the parents’ feeling of competence regarding the impact of their efforts on school results and child’s learning was the best predictor of parental involvement at home.Este estudio tiene como objetivo comprobar el primer nivel del modelo de Hoover-Demspey y Sandler sobre el proceso de participación parental. Los autores postulan que los padres deciden participar al seguimiento escolar del niño según la comprensión que tienen de su papel parental, de su sentimiento de competencia y de las invitaciones que reciben de los maestros para participar. La muestra está compuesta por 1 227 padres de alumnos de siete escuelas primarias de Quebec. Los análisis permitieron identificar dos modelos. Cualesquiera que sean las características individuales y familiares, el sentimiento de competencia parental ligado al impacto de los esfuerzos del padre sobre los resultados escolares y los aprendizajes del niño constituyen el mejor índice de predicción de la participación parental a domicilio.Diese Untersuchung hat sich zum Ziel gesetzt, die erste Phase des Modells von Hoover-Demspey und Sandler über den Verlauf der Elternmitarbeit zu verifizieren. Die Autoren vermuten, dass sich die Eltern je nach ihrem Verständnis ihrer Rolle, ihrer Kompetenzeinschätzung sowie der Art der Einladung von Seiten der Lehrer zur Mitarbeit entschließen. Die Testgrupp...

This article examines the relationship between adolescents' perceptions of home and school partnership practices and two student education outcomes: grades in French and time spent on homework. The participants for the study consisted of two groups, 525 general education students and 112 special education students. The questionnaires were based on Epstein's framework of six types of partnership practices. Type 4, involvement in learning activities at home, predicted both outcomes of general education students. For special education, type 4 and type 1 had the largest association with grades and time spent on homework, respectively. The findings lend support to the view that the degree of association between particular partnership practices and student outcomes may vary among general and special education students.

This study examines the types of parental involvement activities that adolescents are willing to support. It also investigates the extent to which adolescents' support is related to their gender and autonomy. The results showed that even though adolescents welcome most of the parental involvement activities, the support is generally stronger among girls than among boys and that parental physical attendance in school activities is not wished. Data also revealed a positive relationship between adolescents' openness to parental involvement activities and their level of work-orientation and identity. Gender effects are discussed in light of the hypothesis of girls' earlier maturation combined with greater receptiveness to social influence. Further, higher boys' work-orientation and girls' identity scores predict the likelihood of their support of a greater number of parental involvement activities. These results point out to the importance of taking into account adolescents' views of parental involvement activities when designing family-school partnerships programs.

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