The relations of parental supervision, parental school involvement, and child's social competence with school achievement in primary school

Abstract

The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

“…In general, collaboration among parents, teachers and school personnel is related to positive outcomes [28,29]. Findings have supported the view that when parents participate in the decision-making process of their school, they experience greater feelings of ownership and are more committed to supporting the school's mission, resulting in improved educational outcomes [12,23,[28][29][30][31][32] School principals' contribution can determine the level and quality of communication between school management and teachers [33,34] and also between parents and school, shaping the nature of teachers' attitudes and encouraging parental involvement in their school [35]. Principals can maintain an open-door approach with parents organizing and facilitating parent-teacher involvement.…”

Parents’ and adolescents’ perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic

“…Parental involvement was examined in three dimensions encompassing parental academic involvement, parent–child communication, and parent-teacher communication. Parental academic involvement and parent–child communication measured the concept of home-based involvement, and parent-teacher communication was the operationalization of school-based involvement ( Brajsa-Zganec et al, 2019 , Hill and Tyson, 2009 ). Based on reports from both parents and adolescents, this study delved into the three dimensions of parental involvement to understand the potential disparities in perceptions of parental involvement between the two groups.…”

“… Hill and Tyson (2009) distinguish three dimensions of parental involvement, which are home-based involvement, school-based involvement, and academic socialization. Many researchers have adopted this typology ( Benner et al, 2016 , Brajsa-Zganec et al, 2019 , Park and Holloway, 2013 , Wang and Sheikh-Khalil, 2014 ). The home-based involvement includes aspects such as communication between parents and their children.…”

Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents

“…In relation to adjustment at school, it has been observed that parents have a significant influence on the academic and social success of students [23,24]. School adjustment is defined as the ability of students to adapt to the educational context and includes aspects such as academic performance, adaptation to school standards, respect for teachers as figures of authority, student attitude towards school and participation in school activities [25,26,27].…”