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

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

“…Researchers have long known about the importance of family involvement and the influence of stress on parent engagement and involvement with their child and their child's education (Fagan et al, 2007;Halme et al, 2006;Waanders et al, 2007). However, this study represents the first to examine a conceptual model articulating the mechanism for the relation between parental stress and family involvement.…”

“…The model developed by Hoover-Dempsey and colleagues is grounded in a rich conceptual framework and a strong empirical foundation based on a robust measurement protocol. In addition to parental motivational beliefs articulated in Hoover-Dempsey's model, parenting stress has also been identified as a psychological barrier to family involvement in children's education (Fagan, Bernd, & Whiteman, 2007;Halme, Tarkka, Nummi, & Åst-edt-Kurki, 2006;Waanders, Mendez, & Downer, 2007) and is a risk factor for children with disruptive behaviors (Pesonen et al, 2008;Räikkönen et al, 2006). …”

“…Daily stressors associated with parenting serve as a barrier to frequent and regular involvement, engagement, and availability with children and their learning (Fagan et al, 2007;Halme et al, 2006). For example, perceived parenting stress related to financial hardship is linked to reduced family involvement in children's education (Waanders et al, 2007). Similarly, difficult context, defined as stressful life events minus family resources, is related to mothers' involvement (Grolnick, Benjet, Kurowski, & Apostoleris, 1997).…”

The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework

“…Whatever categorization researchers choose to use, the important thing is that they account for the multidimensional nature of parental involvement and measure each dimension separately. Although most studies have done so (Fan, 2001;Grolnick & Slowiaczek, 1994;Hill, 2008;Karbach et al, 2013;Shumow, 2010;Waanders, Mendez, & Downer, 2007;Wild & Remy, 2002;Xu, Kushner Benson, MudreyCamino, & Steiner, 2010), there are still studies that have collapsed very heterogeneous aspects of parental involvement into one global measure (e.g., Hawes & Plourde, 2005;Hill et al, 2004;Pelegrina, Garc ıa-Linares, & Casanovam, 2003).…”

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

“…It is well documented that parenting styles (e.g., Steinberg et al, 1992) and parental involvement (e.g., Waanders, Mendez, & Downer, 2007) contribute to a student's academic performance. Thus, it may be expected that parent support (i.e., expectation, encouragement, assistance, and monitoring) would play an important role in student engagement in school.…”