Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

Mbhiza, Hlamulo; Nkambule, Thabisile

doi:10.1080/18146627.2023.2181727

Africa Education Review

2022

DOI: 10.1080/18146627.2023.2181727

|View full text |Cite

Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

Hlamulo Mbhiza

Thabisile Nkambule

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement

Li,

Xue,

You

2024

Behavioral Sciences

View full text Add to dashboard Cite

Migrant workers from rural China often leave their children at home to be raised by grandparents or other family members. This study explored the relationship between parents’ educational expectations, parental involvement, and the academic performance of left-behind children in China. A total of 19,487 student samples were obtained from the China Education Panel Survey (CEPS), and 5078 of these met the criteria for being considered as ‘left behind’ children. Results indicated: (1) a significant positive correlation between parents’ educational expectations and left-behind children’s academic achievement; (2) parental education involvement plays a partial mediating role between parents’ educational expectations and left-behind children’s academic performance; (3) a significant negative correlation between parental intellectual involvement and educational expectations of left-behind children; (4) parental management involvement was not significantly correlated with parents’ educational expectations and left-behind children’s academic performance; and (5) a significant positive correlation between parental emotional involvement and educational expectations of left-behind children. The findings highlight the important role of parental educational expectations and have implications for the improvement of educational outcomes in China.

show abstract

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement

Li,

Xue,

You

2024

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

Cited by 1 publication

References 16 publications

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement

Contact Info

Product

Resources

About