The Hoover‐Dempsey and Sandler Model of the Parent Involvement Process

Whitaker, Manya C.

doi:10.1002/9781119083054.ch20

Cited by 12 publications

(7 citation statements)

References 95 publications

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“…In other words, presenting knowledge regarding expectations for learning, methods of instruction, or even evaluation techniques can sometimes help to clarify attitudes by demonstrating when and how support from family may be beneficial. Sharing information (e.g., by providing sample lesson plans, assignments, or evaluation criteria) will enhance their knowledge and skills, likely improving overall self-efficacy and leading to more beneficial participation (Whitaker, 2019). This research corroborates the findings of earlier studies, which found that the other main barriers for teachers in building partnerships with families, as pointed out in this research, are the job responsibilities and readiness of the teachers.…”

Section: Teachers' Opinionssupporting

confidence: 88%

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The Home-School Partnership in Early Childhood Education: Understanding The Challenges and Obstacles

Ngadni,

Yee Shuang

2024

IJARPED

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Parental participation and home-school partnerships have been crucial in Early Childhood Education (ECE). The attitudes and understanding of the stakeholders determine the learning experience and outcome. This study was conducted in Malaysia to gather the perspectives of preschool parents, teachers, and principals. The data is collected through self-completion interviews, open-ended questionnaires, and observations of preschool stakeholders. The findings suggest that parents are willing to participate in their children's education. The teachers and principals, too, prioritize the significance of developing relationships with parents. However, certain hindrances, such as time constraints and insufficient knowledge and resources, are present. The implication of this study shows that there is a need for the provision of parental support by the school is essential in augmenting parenting abilities and promoting cooperation. Also, there is a need for training programmes for parents and teachers to address competency gaps. The Early Childhood Care Education (ECCE) centres and the national policy ought to devise a plan of action that aligns with pragmatic necessities and effectively communicates the advantages of collaborative endeavours.

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Section: Teachers' Opinionssupporting

confidence: 88%

“…Parents facilitate the cultivation of positive relationships between their children and their teachers by exemplifying healthy interactions thereby nurturing the children's ability to establish a positive connection with their teachers. (Whitaker, 2019).…”

Section: Theoretical Framework Theory Of Predictors Of Parental Engag...mentioning

confidence: 99%

The Home-School Partnership in Early Childhood Education: Understanding The Challenges and Obstacles

Ngadni,

Yee Shuang

2024

IJARPED

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“…When students are involved in academic tasks mainly for the purpose of understanding, they do those tasks more profoundly and meaningfully, they use self-regulation strategies in their learning process and exhibit better well-being (Bouffard et al, 2001; Midgley, 2002; Vansteenkiste et al, 2005). Conversely, if students work on homework because they feel compelled by their teachers, and perhaps by their parents, a sense of duty or avoidance of punishment (Walker et al, 2004), it is very likely that the student will exhibit poor persistence and little significant learning (Vallerand et al, 1997).…”

Section: Introductionmentioning

confidence: 99%

Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation

et al. 2019

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Currently, there is much debate about the value of assigning homework. Organizations such as the OECD have concluded that doing more homework is not synonymous with better performance. This study was designed to analyze the mediating role of student motivation in the relationship between the involvement of parents and teachers in homework and the engagement of students in these tasks. Seven hundred and thirty students in Compulsory Secondary Education (7th–10th grade) participated from 14 schools in the north of Spain. Three competing models were developed and tested to study motivational mediation: a non-motivational mediation model (direct effects model); a total motivational mediation model (indirect effects model); and a partial motivational mediation model (mixed effects model). The best model was adjusted according to gender and school year variables. The total mediation motivational model demonstrated the best fit (indirect effects model). The results suggest the total mediation of student motivation in the relationship between the perception of parents’ and teachers’ involvement in homework and student cognitive engagement in these tasks. Some differences, albeit slight, were observed with respect to gender and school year. The results have clear theoretical and educational implications.

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“…The Hoover-Dempsey and Sandler Model, conceived in 1990, of Parental Involvement offers a crucial paradigm for comprehending the interplay between parental involvement and academic attainment, specifically in the context of the COVID-19 epidemic. This model explores the motivational and psychological factors that influence parents' involvement in their children's education (Whitaker, 2019). It highlights the significance of parents' perception of their role and their confidence in their ability to positively impact their child's learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Achievement of Primary Learners and the Parental Involvement Capabilities During Covid 19 Pandemic

Ygot,

Revalde

2024

Am. J. Multidis. Res. Innov.

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This study determined the academic achievement of grades one, two, and three pupils and the parental involvement capabilities during the COVID 19 pandemic of Libertad Elementary School, Daanbantayan, Cebu during school year 2020-2021 as the basis for the proposed development plan. This research employed a descriptive correlational design. There were 115 parent respondents, selected via general sampling, who answered the adopted survey questionnaire. The data were treated using frequency count, percentage, weighted mean, and chi-square test of independence. Findings revealed that most parent-respondents were mothers, aged 36-40, married, high school graduates, unemployed, had 1 to 3 children in the family and enrolled in school, and had an income of less than 9,649.47. The level of academic achievement of the pupils was mostly very satisfactory. The extent of parental involvement in the children’s academic achievement was moderately involved. There were significant impacts of civil status, occupation, family size, and income on student achievement. There was no significant relationship between the profile variables and student achievement. Hence, complex support strategies are needed to be tailored to meet the diverse learners’ needs.

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The Hoover‐Dempsey and Sandler Model of the Parent Involvement Process

Cited by 12 publications

References 95 publications

The Home-School Partnership in Early Childhood Education: Understanding The Challenges and Obstacles

The Home-School Partnership in Early Childhood Education: Understanding The Challenges and Obstacles

Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation

Academic Achievement of Primary Learners and the Parental Involvement Capabilities During Covid 19 Pandemic

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