The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.

Barger, Michael M.; Kim, Elizabeth Moorman; Kuncel, Nathan R.; Pomerantz, Eva M.

doi:10.1037/bul0000201

Cited by 206 publications

(242 citation statements)

References 302 publications

(239 reference statements)

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“…Moreover, greater school involvement at age 11 significantly predicted an increased rate of change in maths attainment over time, however, as with the intercept, involvement at age 8 did not significantly predict growth in attainment. This finding is broadly in line with existing research where small effect sizes have been reported (r = 0.13; [16]), suggesting that greater parental interest and involvement in school activities is important for maths grades to some extent. Although, the minimal effect of involvement at age 8 was unexpected.…”

Section: Summary Of Results: Parental Predictorssupporting

confidence: 91%

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

Evans

Field

2020

R. Soc. open sci.

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A ‘maths crisis’ has been identified in the UK, with many adults and adolescents underachieving in maths and numeracy. This poor performance is likely to develop from deficits in maths already present in childhood. Potential predictors of maths attainment trajectories throughout childhood and adolescence relate to the home environment and aspects of parenting including parent–child relationships, parental mental health, school involvement, home teaching, parental education and gendered play at home. This study examined the aforementioned factors as predictors of children's maths attainment trajectories (age 7–16) across the challenging transition to secondary education. A secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children found support for parental education qualifications, a harmonious parent–child relationship and school involvement at age 11 as substantial predictors of maths attainment trajectories across the transition to secondary education. These findings highlight the importance of parental involvement for maths attainment throughout primary and secondary education.

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Section: Summary Of Results: Parental Predictorssupporting

confidence: 91%

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

Evans

Field

2020

R. Soc. open sci.

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“…While it has been assumed for a long time that parental involvement in school is positively linked to children's academic achievementa notion that generally is supported by meta-analytic findings (e.g., Fan & Chen, 2001;Jeynes, 2005)more recent research emphasizes the need to distinguish among different forms of parental involvement (Barger et al, 2019;Moroni et al, 2015;Pomerantz et al, 2007). In this regard, a recent meta-analysis showed that parents' participation in school events was positively linked to children's academic adjustment (i.e., achievement, engagement, and motivation), whereas parental homework involvement was negatively associated with children's academic achievement, but not with engagement or motivation (Barger et al, 2019). Examining the effects of homework involvement on parental affective well-being, Pomerantz et al (2005) found that on days when children had homework (vs. days without homework), mothers reported elevated negative affect while interacting with their children.…”

Section: Parental School Involvementmentioning

confidence: 99%

Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study

Schmidt¹,

Kramer²,

Brose³

et al. 2020

Preprint

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To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children’s scholastic activities to the homes and imposing a massive burden on parents and school-aged children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether homeschooling (and parents’ involvement therein) was associated with negative parent-child interactions and affective well-being of both, parents and children, over and above the effect of daily stressors. On days when children were working on school tasks, parents (N = 562) reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently on school tasks) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were also linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being of parents and children. Furthermore, parent-child interactions generally were worse in families in which children worked on school tasks either very rarely or on approximately all days of the study. The present work illustrates the negative consequences of school closures on the parent-child dyad and highlights the need for measures to better support school-aged children and their parents in the learning process at home.

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“…In developmental literature on parenting, parental involvement is generally assumed to be positive for children's and adolescents' functioning (e.g., Barger, Kim, Kuncel, & Pomerantz, 2019). Importantly, however, such involvement should be adjusted to the child's developmental status (Grusec & Davidov, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Maternal Overprotection, Adolescent Internalizing and Externalizing Problems, and Psychological Need Frustration: A Multi-Informant Study Using Response Surface Analysis

Petegem

Antonietti

Nunes

et al. 2019

J Youth Adolescence

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The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis.

Cited by 206 publications

References 302 publications

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study

The Relationship between Maternal Overprotection, Adolescent Internalizing and Externalizing Problems, and Psychological Need Frustration: A Multi-Informant Study Using Response Surface Analysis

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