Middle school student and parent perceptions of parental involvement: unravelling the associations with school achievement and wellbeing

Thomas, Valérie Marie; Muls, Jaël; Backer, Free De; Lombaerts, Koen

doi:10.1080/03055698.2019.1590182

Cited by 30 publications

(38 citation statements)

References 52 publications

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“…In general, collaboration among parents, teachers and school personnel is related to positive outcomes [28,29]. Findings have supported the view that when parents participate in the decision-making process of their school, they experience greater feelings of ownership and are more committed to supporting the school's mission, resulting in improved educational outcomes [12,23,[28][29][30][31][32] School principals' contribution can determine the level and quality of communication between school management and teachers [33,34] and also between parents and school, shaping the nature of teachers' attitudes and encouraging parental involvement in their school [35]. Principals can maintain an open-door approach with parents organizing and facilitating parent-teacher involvement.…”

Section: Introductionmentioning

confidence: 77%

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

Anastasiou

Papagianni

2020

Education Sciences

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The objective of the present study was to investigate parents’, teachers’ and principals’ views on parental involvement (PI) in Secondary Education Schools in Greece. The research was based on a survey among parents (n = 54), teachers (n = 84) and principals (n = 12) in twelve Secondary Education Schools in Magnesia Region in central East Greece. Different views between each group were exhibited on PI in educational issues, decision making or creating links and communication between the school and the local community. Teachers expressed the view that workload and parental attitudes are factors which discourage parental involvement in their school units. Parents felt that teachers’ professionalism, lack of teachers’ training on parental involvement and parents who hesitate talking to teachers were significant barriers for PI in their school units. School principals agreed with parents and teachers on the barriers established due to teachers’ professionalism and parents’ hesitation in talking to teachers as significant factors which discourage PI in their school units. Contrarily to teachers’ views, school principals expressed their willingness to increase PI in teachers’ and school evaluation. School leaders should explore the possibility of organising meetings with teachers and parents to reduce barriers and misconceptions, paving the way for communication between the school unit and parents, increasing the positive outcomes of PI in school management and students’ success.

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Section: Introductionmentioning

confidence: 77%

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

Anastasiou

Papagianni

2020

Education Sciences

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“…Prior studies demonstrate the differences between how students and parents perceive parental involvement. Surveying seventh grade students and their parents in Belgium, Thomas et al (2020) find that parents’ perceptions of involvement are positively but weakly associated with adolescents’. Notably, consistent with previous findings ( DePlanty et al, 2007 , Paulson and Sputa, 1996 ), Thomas et al (2020) indicate that students perceive lower levels of parental involvement than their parents do.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 94%

“…Surveying seventh grade students and their parents in Belgium, Thomas et al (2020) find that parents’ perceptions of involvement are positively but weakly associated with adolescents’. Notably, consistent with previous findings ( DePlanty et al, 2007 , Paulson and Sputa, 1996 ), Thomas et al (2020) indicate that students perceive lower levels of parental involvement than their parents do. Nonetheless, student-reported parental involvement is related to both student achievement and well-being at school, while parent-reported involvement is solely associated with students’ well-being and to a lesser extent.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 94%

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

Liu

Yang

et al. 2021

Children and Youth Services Review

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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.

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“…This includes frequency and quality of actual involvement, monitoring of adolescent activities and development of effective communication strategies [ 29 ]. The amount and type of involvement a parent has with their child can result in a positive or negative impact on their child’s physical, mental and social development—the goal being for parents to have positive influence in their children’s lives while fulfilling the adolescent need for autonomy [ 43 ]. Studies such as De Goede [ 12 ], Keijsers [ 22 ], Van Doorn [ 45 ] have explored longitudinal models to identify patterns and key factors that play a role in adolescent development [ 12 , 13 , 22 , 26 ] which include the effect of parental influence on adolescent behaviour and maturation.…”

Section: Introductionmentioning

confidence: 99%

The association of parental involvement with adolescents’ well-being in Oman: evidence from the 2015 Global School Health Survey

et al. 2021

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Background The parent-adolescent relationship plays a key role in adolescent development, including behaviour, physical health, and mental health outcomes. Studies on the parental factors that contribute to an adolescent’s dietary habits, exercise, mental health, physical harm and substance use are limited in the Middle East and North Africa region, with none in Oman. This study aims to investigate the association between parental involvement and adolescent well-being in Oman. Methods Cross-sectional data from the 2015 Global School Health Survey for Oman was analysed. The dataset consisted of 3468 adolescents. Adolescents reported on their parental involvement (checking to see if they did their homework, understanding their problems, knowing what they are doing in their free time and not going through their things without permission). Parental involvement was scored on a 20-point scale. Associations with the following dependent variables: nutrition, exercise, hygiene, physical harm, bullying, substance use, tobacco use and mental health well-being were done using Spearman’s correlations, linear and logistic regressions. Results The surveyed population was 48% male, 65% aged 15 to 17 years old and 5% reported that they “most of the time or always” went hungry. Parental involvement was positively correlated with each of the dependent variables. Adolescents with higher parental involvement had significantly higher odds of good nutrition (1.391), hygiene (1.823) and exercise (1.531) and lower odds of physical harm (0.648), being bullied (0.628), poor mental health (0.415), tobacco use (0.496) and substance use (0.229). Conclusions Parental involvement plays a positive role in all aspects of adolescents’ well-being in Oman. Awareness campaigns and interventions aimed to help improve the well-being of adolescents should incorporate such positive role in their designs.

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Middle school student and parent perceptions of parental involvement: unravelling the associations with school achievement and wellbeing

Cited by 30 publications

References 52 publications

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

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

The association of parental involvement with adolescents’ well-being in Oman: evidence from the 2015 Global School Health Survey

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