The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: a path analysis using the ECLS-K database

Abstract

This study examined the relationship between parental involvement, selfregulated learning (SRL), and reading achievement through analyzing the fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). The results identified six dimensions of parental involvement that are likely to foster SRL of fifth graders: School Involvement, TV Rules, Homework Help, Homework Frequency, Parental Education Expectations, and Extracurricular Activities. Of these three dimensions, Parental Education Expectations, School Involvement, and Homework Help, were found to have stronger effects on SRL; Parental Education Expectations was found to have the strongest beneficial effect on SRL. The results also suggest that SRL mediates the relationship between parental involvement and reading achievement. These results provide a framework for parents to help their children develop SRL skills and guide educators and school administrators as they intend to increase parental involvement and its effectiveness.

The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework

“…No effect was found for home-based involvement; however, in-depth analyses that examined different types of home-based involvement revealed that parental homework involvement was the only aspect that showed a negative association and thus cancelled out the positive effects of other activities at home. Based on these meta-analyses as well as on more recent studies (Fan & Williams, 2010;Karbach et al, 2013;M€ agi, Lerkkanen, Poikkeus, Rasku-Puttonenn, & Nurmi, 2011;Xu et al, 2010;You & Nguyen, 2011), it can be concluded that parental involvement has an effect on students' academic achievement. However, because the meta-analyses used different methods to combine the results and to calculate the effect sizes, it is hard to draw more specific conclusions.…”

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

“…This supports previous research that advocated the importance of parents in students' learning (e.g. Midraj & Midraj, 2011;Walker, et al, 2005;Xu, et al, 2010). The implication of activity theory in this study is that community provides an important role in achieving the object of an activity system.…”

Aprendizado autorregulado em contabilidade: uma análise comparativa entre discentes de modalidade presencial e a distância

“…Com influências de paradigmas construtivistas, que tem o indivíduo como agente de seu aprendizado (Arias et al, 1999;Xu et al,2010;Richter & Schmid, 2010), Zimmerman (2001) aborda que os indivíduos são considerados autorregulados quando são persistentes, decididos, estratégicos e capazes de avaliar seus progressos; aqueles que são mais dependentes cognitivamente são, portanto, pouco autorregulados. Para Ribeiro (2003), a realização de autocrítica, a reflexão pessoal, a capacidade de realização da autocrítica, a modificação de hábitos de estudos são características de estratégias metacognitivas.…”

“…Outros estudos apontam existir diferenças significativas entre aluno autorregulado e outros que precisam de regulação externa no aprendizado (Arias, Barca Lozano, Gonzalez Cabanach, & Núñez Pérez, 1999;Xu, Benson, Mudrey-Camino, & Steiner, 2010;Richter & Schmid, 2010). Indivíduos autorregulados são decididos, adotam estratégias, são persistentes e avaliam seus progressos; diferente daqueles que não traçam objetivos educacionais e consequentemente possuem dependência cognitiva, assim, pouca autorregulação na aprendizagem (Zimmerman, 2001).…”