Parental Involvement in Adolescent Schooling: A Proximal Process with Transcontextual Validity

Bogenschneider, Karen

doi:10.2307/353956

Cited by 127 publications

(82 citation statements)

References 28 publications

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“…Das Verhältnis zwischen Familie, Schule und dem Bildungserfolg von Kindern ist inzwischen in vielen Studien thematisiert worden (Eccles 1993;Ryan/ Adams 1995;Booth/Dunn 1996;Bogenschneider 1997;Henderson/Mapp 2002;Hill/ Taylor 2004;Powell et al 2010). In Bezug auf familiale Einflüsse wird dabei auch dem elterlichen Schulengagement eine hohe Bedeutung zugesprochen (Ryan/Adams 1995;Wild/ Lorenz 2010).…”

Section: Introductionunclassified

Familiale Einflussfaktoren auf das elterliche Schulinteresse aus der Sicht von Grundschulkindern

Feldhaus¹

2015

JFamRes

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"Der vorliegende Beitrag fokussiert das Verhältnis zwischen Elternhaus und Schule an einer entscheidenden Schnittstelle beider Kontexte, dem elterlichen Schulinteresse. Betrachtet werden Einflüsse auf das schulbezogene Interesse der Eltern, insbesondere im Übergang von der Grundschule zu den weiterführenden Schulen. Hierbei liegt der Schwerpunkt auf der Frage, inwieweit Veränderungen in der familialen Beziehungsdynamik mit Veränderungen des Schulinteresses korrespondieren. Das elterliche Schulinteresse wird aus der Perspektive der Kinder erfasst. Auf der Basis der Daten des Beziehungs- und Familienentwicklungspanels (pairfam) und der darin durchgeführten Kinderbefragung wurden Angaben der Kinder (N= 342) aus Welle 2 und 4 herangezogen. Die 2-Wellen-Panelregressionsanalysen bestätigen, dass das elterliche Interesse an schulischen Leistungen in der Grundschulphase ein sehr hohes Niveau hat, unabhängig vom Bildungsstand und den Bildungsaspirationen der Eltern, dass es sich aber in den Zeiten des Übergangs zwischen Grundschule und den weiterführenden Schulen bereits signifikant reduziert. Es zeigt sich ferner, dass ein Anstieg des kindlichen Problemverhaltens und eine Verschlechterung der Beziehungsqualität zu den Eltern mit einer Reduktion des Schulinteresses der Eltern korrespondiert." (Autorenreferat)"This article focuses on a decisive interface in the relationship between parents and school: parents' home-based school involvement. By observing the transition from primary to secondary, school we investigate to what extent changes in the family's situation and relationship dynamics are associated with changes in parental school involvement, which, in turn, is measured from the child's perspective. Using data from the children’s survey within the Panel Analysis of Intimate Relationships and Family Dynamics (pairfam), two observation points can be employed (N=342). The analyses confirm that parental involvement is at a high level during primary school, independently of parents’ educational level and aspirations, but drops significantly during the transition from primary to secondary school. Furthermore, it can be shown that an increase in children’s challenging behaviour and a worsening quality of parentchild relationship corresponds with a reduction of parental school involvement." (author's abstract

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Section: Introductionunclassified

Familiale Einflussfaktoren auf das elterliche Schulinteresse aus der Sicht von Grundschulkindern

Feldhaus¹

2015

JFamRes

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“…Another study found that there is a gap between parents' and teachers' perception about parental involvement; while teachers of Arab students perceived that their parents are not involved or do not want to be involved, the mothers of the students reported that they are involved and they want more advice from teachers about how to be even more involved [31]. Garcia and her colleagues [19], in a study about parental involvement among different immigrant groups in the United States, found that while parents from all groups value education and have high aspirations for their children, they nonetheless display different patterns of parental involvement [21]. Another study found that race, parent's gender, and household income all affect parental involvement in children's education [32].…”

Section: Parental Involvement and Parental Investmentmentioning

confidence: 99%

“…But the extent to which parental involvement enhances children's academic success is subject to some debate [25]. Some studies have failed to demonstrate its positive effects whereas others not only have showed its positive impacts on children's educational success [21] [23] [24], but also demonstrated other favorable consequences of parental involvement [26] [27]. Also, there is some evidence that when parents are involved in their children's education, the children subsequently develop higher levels of educational and career aspirations [27] [28] [29].…”

Section: Parental Involvement and Parental Investmentmentioning

confidence: 99%

“…A study by Bogenschneider [21] shows that mother and father involvement are equally beneficial for sons' and daughters' academic success. But she also found that educated parents were more involved in their children's school than uneducated parents.…”

Section: Gender Differences and Parental Investmentmentioning

confidence: 99%

“…How often parents contact their children's school, the extent to which they take part in organized school activities, and how much they interact with their children about academic coursework and performance are the indicators that scholars have used the most to measure parental involvement [21] [22] [23] [24]. But the extent to which parental involvement enhances children's academic success is subject to some debate [25].…”

Section: Parental Involvement and Parental Investmentmentioning

confidence: 99%

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How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

Salih¹,

Matthew²,

Linders³

2017

JSS

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The study addresses how Kurds who currently live in the United States think about and manage their children's education. Of particular interest is the ways in which the gender of their children influences how parents engage with their children's education. Based on interviews with Kurdish parents who live in Nashville, Tennessee, the study reveals that, in general, they feel more responsible for and take a much more proactive role in their children's education than is typical of Kurds living in Kurdistan. This is so because the parents are not only concerned with securing an education for their children but also making sure their children adopt a Kurdish identity. The study also found that gender plays an important role in parental investment, albeit not in a straightforward way. That is, even though parents support the education of both their sons and daughters, they are nonetheless guided by deep seated assumptions that, once they grow up, their sons and daughters will live very different lives. More specifically, the parents operated on a taken-for-granted assumption that their daughters would live more circumscribed lives than their sons and hence needed a somewhat different educational investment during childhood.

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Parenting Science and Practice

Bornstein

2007

Handbook of Child Psychology

107

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Each day more than three-quarters of a million adults around the world experience the rewards and challenges as well as the joys and heartaches of becoming parents. Of course, everyone who has lived has had parents; the human race succeeds because of parenting. Parenting is a subject about which people hold strong opinions, but about which too little solid information or considered reflection exists. Parenting: Science and Practice redresses this imbalance.Parenting is, perhaps first and foremost, a functional status in the life cycle: Parents issue as well as protect, care for, and represent their progeny; indeed, parenthood is the "final common pathway" to childhood oversight and caregiving. Parenthood is therefore a job whose primary object of attention and action is the child. But parenting also has consequences for parents themselves. Parenting: Science and Practice encompasses the broad themes of who are parents, whom parents parent, the scope of parenting and its many effects, the determinants of parenting, and the nature, structure, and meaning of parenthood for parents.

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Parental Involvement in Adolescent Schooling: A Proximal Process with Transcontextual Validity

Cited by 127 publications

References 28 publications

Familiale Einflussfaktoren auf das elterliche Schulinteresse aus der Sicht von Grundschulkindern

Familiale Einflussfaktoren auf das elterliche Schulinteresse aus der Sicht von Grundschulkindern

How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

Parenting Science and Practice

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