A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets

Abstract

This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.

The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement

“…Furthermore, it is suggested to take into consideration that the learning environment is a complex system that includes the interaction of teachers, fellow students, peers, parents, organizational culture, and other educational processes that could thwart or support basic psychological needs at school (Froiland, 2021;Froiland et al, 2019;Tian et al, 2016). In fact, adolescents benefit both from teacher autonomy support both from autonomy and relatedness supportive parenting, positive expectations, and trust between the parents and teachers (Froiland, 2021).…”

“…Furthermore, it is suggested to take into consideration that the learning environment is a complex system that includes the interaction of teachers, fellow students, peers, parents, organizational culture, and other educational processes that could thwart or support basic psychological needs at school (Froiland, 2021;Froiland et al, 2019;Tian et al, 2016). In fact, adolescents benefit both from teacher autonomy support both from autonomy and relatedness supportive parenting, positive expectations, and trust between the parents and teachers (Froiland, 2021). Furthermore, a perfectionistic drive toward success at all costs has been widely shown to be a risk factor for the occurrence of need frustration, and for this reason, the implications of this study could be important not only at the school level but also in general for the entire school system and policymakers (Vandenkerckhove et al, 2019).…”

Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study

“…Many studies in education measure “psychosocial” as a dimension in a comprehensive and inclusive learning concept. The social and psychological dimensions have an impact on academic learning, reading, mathematical skills, and healthy development (Burchinal et al, 2016 ; Palmer et al, 2018 ; Froiland, 2020 ). Psychosocial support is also connected to the school setting in terms of improving behavior and preventing behavioral problems and dysfunctions of the child (Bierman et al, 2013 ; Mahon et al, 2020 ).…”

Associations among African American Parents’ Beliefs, Involvement, and Measures of School Readiness

“…Parents' beliefs and educational expectations have the potential to play an important role in children's early learning and development (Froiland, 2020a). For example, recent studies have linked parents' conceptions about school readiness to their practices (Puccioni, 2015(Puccioni, , 2018Sy & Schulenberg, 2005), and children's early academic outcomes (Barbarin et al, 2008;Joe & Davis, 2009;Puccioni, 2015Puccioni, , 2018Sy & Schulenberg, 2005).…”

“…In fact, during the great Black migration from the South (post-slavery) to the large cities of the Northeast and Midwest, African American families were forced to live in a limited selection of highly impoverished neighborhoods due to racism among realtors and local leaders (Morris & Monroe, 2009). Within this challenging context and history, strong parent beliefs about the importance of literacy, numeracy, paying attention, and behaving well can serve to strengthen their children's likelihood of academic success and psychosocial wellbeing (Froiland, 2020a).…”