Parental involvement on student academic achievement: A meta-analysis

Castro, M.; Casas, Eva Expósito; López-Martín, Esther; Hernández, Luis Lizasoain; Asencio, Enrique Navarro; Gaviria, José Luis

doi:10.1016/j.edurev.2015.01.002

Cited by 594 publications

(491 citation statements)

References 71 publications

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“…More specifically, improved learning outcomes have been found when parents engage with their child's learning at home by reading and playing mathematics games together, communicating high educational expectations, and talking with their child about their school activities and interests (Castro et al, 2015;Fox & Olsen, 2014;Harris & Goodall, 2007;Perkins & Knight, 2014;Van Voorhis, Maier, Epstein, & Lloyd, 2013). Such forms of parent engagement have also been shown to benefit children's social and emotional development (Chazan-Cohen et al, 2009;Fantuzzo, McWayne, Perry, & Childs, 2004;Mistry, Benner, Biesanz, & Clark, 2010;Powell, Son, File, & San Juan, 2010), and improve student attendance and school retention (McNeal, 2001).…”

Section: Parent Engagement In Child Learningmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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Section: Parent Engagement In Child Learningmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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“…One of the explanations for the mixed results is the complexity of the parental involvement concept (Fan and Chen 2001;Hill and Tyson 2009;Castro et al 2015). Both the meta-studies and our literature review indicated that measurement of parental involvement dimensions differed considerably among studies.…”

Section: The Relation Between Parental Involvement and Student Attainmentioning

confidence: 95%

“…Conversely, some studies do seem to provide support for the reactive hypothesis. When the association between parental involvement and achievement is controlled for the initial ability, intelligence or the SES of the student, the association is more likely to be positive (Wilder 2013;Castro et al 2015). A study by Domina (2005) found that the initial positive effects of parents' involvement in school and at home on the reading and math achievement of primary school students, changed to non-significant or even negative effects when controlled for student background characteristics.…”

Section: The Relation Between Parental Involvement and Student Attainmentioning

confidence: 99%

“…However, the measurement of parental involvement is not the only reason why parental involvement is a complex concept. Although it seems logical to assume that parental support has positive effects on student achievement, it may also be reasonable to assume that low-achieving children need and receive more support and interference from their parents, resulting in a negative influence (Castro et al 2015). This phenomenon is called the "reactive hypothesis," where parents of students with learning or behavioral problems react by intensifying their involvement in their children's education (McNeal Jr 2012).…”

Section: The Relation Between Parental Involvement and Student Attainmentioning

confidence: 99%

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Literature Review

Punter

Glas

Meelissen

2016

IEA Research for Education

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“…Aspectos como las actitudes y hábitos de las familias respecto a la lectura (Flores, 2009;Yubero y Larrañaga, 2010;Zadeh, Farnia y Ungerleider, 2010), el nivel de estudios y el capital cultural en el hogar (Chiu y Chow, 2010), o las expectativas académicas que tienen los padres sobre sus descendientes (Castro et al, 2015), inciden directa y positivamente sobre el desarrollo del hábito lector. El nivel económico familiar no parece un aspecto determinante, puesto que "parte del efecto positivo de las condiciones sociales tiene que ver con las prácticas educativas de las familias de las clases más altas, que estimulan la lectura, pero si las familias de clases más bajas las desarrollan también mejoran el rendimiento de sus hijos" (Martinez y Córdoba, 2012, p. 173).…”

Section: Introductionunclassified

Tiempos escolares y lectura

Vale

Porto

Garrote

2016

Ocnos

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El objetivo de este trabajo es estudiar la presencia de la lectura como actividad de ocio de la juventud española que cursa Educación Secundaria Postobligatoria (ESPO). Se analiza la relación existente entre la frecuencia de lectura durante el ocio y algunas de las variables sociodemográficas de la muestra, así como sus implicaciones en el contexto académico (rendimiento, tiempo de estudio y vivencia de las clases). Participaron 1.764 estudiantesmespañoles de ESPO a través de un cuestionario elaborado ad hoc sobre tiempos escolares y de ocio. Los resultados indican que la lectura como actividad de ocio no está extendida entre la juventud. El perfil lector es el de una chica que cursa estudios de Bachillerato, que lee una o dos veces por semana y que dedica 75 minutos cada vez. Los jóvenes que dedican más tiempo a la lectura tienen mejores calificaciones, aunque no dedican más tiempo a estudiar. La frecuencia de lectura durante el ocio se asocia con una visión más crítica del sistema educativo, ya que el alumnado que más lee percibe que se dedica más tiempo a metodologías tradicionales y menos a propuestas participativas que favorecen su autonomía e iniciativa.

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Parental involvement on student academic achievement: A meta-analysis

Cited by 594 publications

References 71 publications

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Literature Review

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