Effect of Parental Involvement on Children’s Academic Achievement in Chile

Lara, Laura; Saracostti, Mahía

doi:10.3389/fpsyg.2019.01464

Cited by 144 publications

(145 citation statements)

References 17 publications

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“…Most schools have parental involvement programmes that are not effective for several reasons such as parents' difficulty communicating in English or meeting hour that could not meet parents' schedules. Teachers need to create parental involvement programmes that include schools, families and the society to help in improving the educational process [3].…”

Section: Resultsmentioning

confidence: 99%

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Parental Involvement on Child’s Education at Home During School Lockdown

Pek

Mee

2020

J HUM SOC STUD

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The pandemic of Covid-19 has changed how education works in the current time. A child’s learning development has always been placed on the responsibility of the school. However, during the pandemic, parental involvement has become vital in the world of education. The involvement of just a few parents may influence the quality of instruction in a classroom or at home and, thereby, influence the academic development of many children in Malaysia. This research aims to determine parental involvement child’s education in Selangor, Malaysia. Besides, it was also to help teachers and administrators to provide activities that encourage parents to participate in their child’s school activities at home. The data was collected via questionnaires and phone interviews. The participants involved were 10 parents and 5 teachers from a local primary school at the selected area during Movement Control Order (MCO). Based on the finding of this research, parental involvement has had a big influence in their child’s academic achievement. Although the importance of parental involvement is widely acknowledged in the educational society, most of parents showed that many parents still do not get involve effectively in their child’s education whether in school or at home. In conclusion, parental involvement is very essential in primary education and this will help to enhance child’s social relationships and promote a sense of self-esteem and self-efficacy

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Section: Resultsmentioning

confidence: 99%

“…Parental involvement in the form of fostering interest and support has a major influence on learners' educational outcomes or achievement [3]. The school also plays an important role in determining the levels of parental involvement on children's education.…”

Section: Introductionmentioning

confidence: 99%

Parental Involvement on Child’s Education at Home During School Lockdown

Pek

Mee

2020

J HUM SOC STUD

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“…Family, especially parents, plays a significant role in children's development when learning English (Mahuro & Hungi, 2016;Lara & Saracostti, 2019;Lehmann, 2018). Based on the interviews, all three groups have their parents' encouragement within their prior learning experience.…”

Section: Resultsmentioning

confidence: 99%

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

Pratiwi

2020

Lingua Cultura

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The research tried to shed light on the relation of prior learning experience and motivation in shaping the learners’ proficiency. It investigated the importance of prior learning experience and the role of motivation in learning development. This needed to investigate further to find out how positive and negative prior learning experience with intrinsic and extrinsic motivation determined the way the students, value their phase of learning, and the relation with their present proficiency. From the empirical study of the Balinese EFL learners, there were threetypes of learners based on the prior learning experience and the role of intrinsic and extrinsic motivation. The first type consisted of the learners who had positive prior learning experience, had high intrinsic motivation, and gained high proficiency in their present study; the second type was those who had low intrinsic motivation but changed into high intrinsic motivation due to the extrinsic motivation; the third type was the learners who had negative prior learning experience, low intrinsic motivation, and resulted in low proficiency. In total, 15 students ranging from 19–23 years old (4 males and 11 females) voluntarily participated in the test and interview. Through the in-depth interview, it is found that the positive prior learning experience and high intrinsic motivation motivate the students and lead them to higher proficiency. However, demotivation and a low level of proficiency can occur from the negative prior learning experience and low intrinsic motivation.

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“…This conjecture is partially supported by research reporting findings on the importance parents’ role in predicting a child’s academic achievement. Lara and Saracostti [4] used cluster analysis to derive low, medium, and high level parental academic involvement categories and found that children who have parents with low involvement tend to have low academic achievement. Controlling for socioeconomic status and family size, parental education strongly predicted child academic achievement [58].…”

Section: Role Of Parent Academic Support In Child Academic Performmentioning

confidence: 99%

“…Parents play a vital role in their children’s physical, emotional, and mental development [1]. Children who have engaged parents tend to develop better socially and emotionally and tend to perform better at school [2,3,4]. An emerging area of research within public health is the interaction between parents and their children for the promotion of school and out-of-school physical activity [5,6].…”

Section: Introductionmentioning

confidence: 99%

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Burns

Bai

et al. 2019

IJERPH

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An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

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Effect of Parental Involvement on Children’s Academic Achievement in Chile

Cited by 144 publications

References 17 publications

Parental Involvement on Child’s Education at Home During School Lockdown

Parental Involvement on Child’s Education at Home During School Lockdown

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

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