Family Involvement Impact on Student Achievement Peer Reviewed Articles

Introduction

On an international calibration, parental interest in schoolhouse has long been heralded as an important and positive variable on children'southward academic and socioemotional development. From an ecological framework, reciprocal positive interactions betwixt these 2 fundamental socializing spheres – families and schools – contribute positively to a child'southward socioemotional and cognitive development (Bronfenbrenner, 1987). Empirical findings accept demonstrated a positive association between parental involvement in educational activity and academic accomplishment (Pérez Sánchez et al., 2013; Tárraga et al., 2017), improving children's self-esteem and their academic performance (Garbacz et al., 2017) also equally school retention and attendance (Ross, 2016). Family involvement has also been found to be associated with positive school attachment on the part of children (Alcalay et al., 2005) as well as positive school climates (Cowan et al., 2012). Research has also evidenced that programs focused on increasing parental interest in education take positive impacts on children, families, and school communities (Jeynes, 2012; Catalano and Catalano, 2014).

Parent-schoolhouse partnership allows for the conceptualization of roles and relationships and the impact on the development of children in a broader way (Christenson and Reschly, 2010). From this approach, families and schools are the master actors in the structure of their roles and forms of involvement, generating new and varied actions to relate to each other co-ordinate to the specific educational context. The chief findings in the family-school field show a positive influence of this partnership, contributing to academic achievement and functioning, amidst other positive consequences (Epstein and Sander, 2000; Hotz and Pantano, 2015; Sebastian et al., 2017).

At that place is besides potent support from international research showing the positive influence of parental involvement over academic accomplishment, as has been demonstrated in a variety of meta-analyses beyond dissimilar populations and educational levels (Castro et al., 2015; Jeynes, 2016; Ma et al., 2016). Moreover, although at that place is a wide range of parental involvement definitions, some more general and others more specifics, at that place is a consensus amid research results almost the positive influence of parental involvement over kid bookish achievement. For example, in the meta-synthesis of Wilder (2014), where ix meta-analyses are analyzed, this influence was consequent throughout the studies, regardless the unlike definitions and measures used.

Notwithstanding, most of the studies on parental involvement in education hail from anglophone countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017) while in Latin America research remains scarce. In a recent systematic review of the literature on parental involvement in didactics in Latin America, merely one Mexican study from 1998 was found which was also heavily influenced by interventions from the United States (Roth Eichin and Volante Embankment, 2018). Chile has acknowledged the importance of collaborative relationships betwixt families and schools developing a National Policy for Fathers, Mothers and Legal Guardians Participation in the Educational Organisation (Política de Participación de Padres, Madres y Apoderados/as en el Sistema Educativo) in 2002 which was recently updated in 2017 (Ministerio de Educación, Gobierno de Republic of chile, 2017). Since the publication of this policy various local initiatives have sprouted in the state seeking to strengthen schoolhouse family relations (Saracostti-Schwartzman, 2013). Even so, the majority of inquiry in the country has thus far been of a qualitative nature with a focus on describing relations betwixt family members and their schools, and identifying tensions between these ii spheres (Gubbins, 2011).

Thus, this study seeks to advance the assay of the furnishings of parental involvement in school on the academic achievement of Chilean students. The study aims to analyse how different parental interest profiles (based on the main forms of parental involvement identified in literature) influence children's bookish achieved. Parental involvement can take a wide variety of forms, among them, advice between family and school, supporting learning activities at home and involvement in school activities have been highlighted (Schueler et al., 2017), these are included in this study using the scales proposed by Hoover-Dempsey and Sandler (2005).

Materials and Methods

Participants and Procedure

The study included 498 parents or guardians whose children attended second and third course in 16 public schools with loftier levels of socioeconomical vulnerability (over 85% according to official records of the schools) within three unlike regions in Chile (Libertador Bernando O'Higgins, Maule and Araucanía). Parents and guardians were aged betwixt twenty and 89 years quondam (Chiliad = 35.02, SD = 7.02 for parents, M = 59.27, SD = eleven.74 for grandparents and Chiliad = 43.14, SD = 15.41 for other guardians) and students between 7 and 12 (M = eight.30, SD = 0.93). The majority of them were mothers (83.nine%). The majority of fathers and mothers had completed high school (33.one and 40.6%, respectively), followed past elementary education (28.1 and 23.3%, respectively), no education completed (17.3% for both), professional title (7.2 and 6.8%, respectively) and university title (4.4 and iv.6%, respectively).

This study is office of a wider project focusing on the effectiveness of interventions aimed at strengthening the link between families and schools. This study has the approval of the Ethics Commission of the Universidad de La Frontera and the Chilean National Committee for Scientific and Technological Research (Acta 066-2017, Page 036-17). Prior to data collection, after obtaining permission from the schools, informed consent forms were signed by the students' legal guardians to authorize their participation. The data referring to the students (evaluation of learning outcomes) was compiled through official school records. The information referring to the families (parental involvement) was collected in newspaper format during parent teacher meetings at the end of the school year because their behavior during the preceding year. Two research assistants trained for this purpose were present for the applications.

Instruments

Parental involvement was assessed using the 5 scales proposed by Hoover-Dempsey and Sandler (2005) that aim to measure out the level of family unit involvement in children's education in unproblematic schoolhouse from the point of view of the fathers, mothers and/or guardians. Scales accept been adapted and validated by a panel of experts in Chile (Reininger, 2014). Scales included in this study are: (one) Parental involvement activities at home [five items, such as "someone in this family (male parent, mother and/or guardian) helps the child study for test" or "someone in this family unit (father, mother and/or guardian) practices spelling, math or other skills with the child"]; (2) Parental interest activities at schoolhouse (five items, such as "someone in this family attends parent–instructor clan meetings" or "someone in this family unit attends special events at schoolhouse"), (3) Child invitations for involvement (five items, such us "my child asks me to talk with his or her instructor" or "my child asks me to supervise his or her homework"); (4) Instructor invitations for interest (6 items, such as "my kid'south teacher asks me to aid out at school" or "my kid'south teacher asks me to talk with my child nearly the school day"); and (v) General school invitations for involvement (six items, such equally "this school staff contact me promptly about any problem involving my child" or "parents' activities are scheduled at this school and then that we can attend"). The outset four scales have a four-point Likert response scale, that indicate the frequency of the items, from 0 (never) to 3 (ever). The last calibration has a 5-point Likert scale response, indicating the course of understanding with the items, from 1 (strongly disagree) to v (strongly concur). Scales can be consulted as Supplementary Tables 1–5. Internal consistency of all scales was acceptable (α = 0.79, α = 0.72, α = 0.72, α = 0.85, and α = 0.87, respectively).

Students' academic accomplishment was evaluated thought the final average form obtained at the end of the schoolhouse yr, recorded in a scale from 1 (minimum accomplishment) to seven (maximum achievement).

Results

Hierarchical cluster analysis was used to identify parental involvement profiles based on the five subscales of parental interest calibration (typified to avoid the influence of the different scale responses), applying the standardized Euclidian Distance method and using Ward's algorithm. Cluster analyses results showed that the optimal solution was the grouping of the participants into 3 groups. In Figure i the typified scores of each of the variables considered to calculate the groups are shown.

Figure one. Parental interest profiles.

To label the groups, we examined the family involvement profiles past calculating a one-way ANOVA on the standardized scores of the five parental interest scales with the clusters serving every bit the factors. The result revealed that the clustering variables significantly differed between the involvement scales [Parental interest at dwelling house: F(2,497) = 147.83, p < 0.001, η2 = 0.37; Parental involvement at school: F(2,497) = 148.82, p< 0.001, η2 = 0.38; Child invitation for involvement: F(2,497) = 225.34, p< 0.001, η2 = 0.48; Teacher invitation for interest: F(ii,497) = 84.77, p< 0.001, η2 = 0.26; Full general school Invitation for involvement: F(2,497) = 53.38, p< 0.001, η2 = 0.eighteen]. Scheffe mail service hoc multiple comparisons showed the differences were statistically pregnant between all the parental involvement profiles in all variables, with the first cluster scoring higher than the 2d and the third in all the scales, and the second higher that the 3rd. Based on these differences and the scores, the first cluster was labeled as High involved parents, representing 144 parents (28.9%) that scored to a higher place the mean in all the involvement scales (from 0.54 to 0.91 standards deviations). The 2nd cluster was named Medium involved parentsouthward, including 228 parents (45.8%) that have scores shut to the media in all the involvement scales (from -0.14 to 0.16 standards deviations). Finally, the 3rd cluster was classified equally Low involved parents, including 126 parents (25.3%) that scored beneath the mean in all the involvement scales (from -0.61 to -0.91 standards deviations). Table ane shows demographic information for the clusters.

Table one. Demographic information of the clusters.

Finally, ANOVA results showed that there were meaning differences in academic accomplishment scores between the three clusters of parent involvement profiles, F(two,430) = v.37, p = 0.003, η2 = 0.03. Scheffe post hoc multiple comparisons showed that high (K = 5.97, SD = 0.49) and medium (G = six.00, SD = 0.50) involved parents had children with higher academic achievement than low involved parents (M = 5.8, SD = 0.47). Complementarily, results from correlations between parental interest and academic achievement scores support these results, showing a significant and positive correlation(r = 0.14, p = 0.003).

Discussion

From the results presented, we can conclude the existence of three unlike profiles of parental interest (high, medium and low) considering different scales of parental involvement (at home, at school and through the invitations made by the children, the teachers and the school). Secondly, results showed that there were differences in bookish accomplishment scores between the parent interest profiles, where high and medium involved parents had children with higher academic accomplishment than low involved parents.

As shown, international literature reveals that the degree of parental involvement is a critical chemical element in the academic achievements of children, especially during their commencement schoolhouse years highlighting the need to generate scientific evidence from the Chilean context. Virtually of the studies in this area come from anglophone countries (Garbacz et al., 2017) while in the Latin American context research is still scarce. Results from our study corroborate that parental involvement can contribute alike in other cultural contexts, pointing to the need to also implement policies to promote information technology.

In this context, Chile has acknowledged the importance of collaborative relationships between parents and schools leading to the development a National Policy for Father, Mother and Legal Guardian Participation. Nevertheless, most of the research in the state has thus far been of a qualitative nature with a focus on describing family-school relations and identifying tensions between these 2 spheres (Gubbins, 2011). Thus, this study seeks to make progress in the analysis of the effect of parental involvement and children's and bookish achievements of Chilean students.

Ideals Statement

This written report was carried out in accordance with the recommendations of the Chilean National Commission for Scientific and Technological Inquiry with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by the Ethics Committee of the Universidad de La Frontera and the Chilean National Commission for Scientific and Technological Inquiry.

Author Contributions

MS developed the report concept and the study pattern. LL substantially contributed to the study concept, and performed the data analysis and estimation. MS and LL drafted the manuscript. All the authors approved the concluding version of the manuscript. They as well agreed to be accountable for all aspects of the piece of work.

Funding

This piece of work was supported by FONDECYT 1170078 of the National Commission for Scientific and Technological Enquiry of Chile.

Conflict of Interest Statement

The authors declare that the research was conducted in the absenteeism of any commercial or fiscal relationships that could be construed as a potential conflict of interest.

Supplementary Fabric

The Supplementary Textile for this article tin be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01464/full#supplementary-material.

References

Alcalay, L., Milicic, Due north., and Toretti, A. (2005). Alianza efectiva familia-escuela: united nations programa audiovisual para padres. Psychke xiv, 149–161. doi: 10.4067/S0718-22282005000200012

CrossRef Full Text | Google Scholar

Bronfenbrenner, U. (1987). La Ecología del Desarrollo Humano. Barcelona: Ediciones Paidós Ibérica.

Google Scholar

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, 50., Navarro-Asencio, E., and Gaviria, J. J. (2015). Parental involvement on student bookish achievement: a meta-analysis. Educ. Res. Rev. 14, 33–46. doi: x.1016/j.edurev.2015.01.002

CrossRef Full Text | Google Scholar

Catalano, H., and Catalano, C. (2014). The importance of the school-family unit relationship in the child's intellectual and social evolution. Proc. Soc. Behav. Sci. 128, 406–414. doi: 10.1016/j.sbspro.2014.03.179

PubMed Abstract | CrossRef Full Text | Google Scholar

Christenson, S. 50., and Reschly, A. Fifty. (2010). Handbook of School-Family Partnerships. New York, NY: Routledge.

Google Scholar

Cowan, K., Bobby, K., St. Roseman, P., and Echandia, A. (2012). Evaluation Report: The Home Visit Project. ERIC database No. ED466018.

Google Scholar

Epstein, J. Fifty., and Sander, M. (2000). Handbook of the Sociologic of Pedagogy. New York, NY: Springer.

Google Scholar

Garbacz, S. A., Herman, K. C., Thompson, A. M., and Reinke, W. M. (2017). Family appointment in education and intervention: implementation and evaluation to maximize family, school, and student outcomes. J. Sch. Psychol. 62, one–10. doi: ten.1016/j.jsp.2017.04.002

PubMed Abstract | CrossRef Total Text | Google Scholar

Gubbins, 5. (2011). Estrategias de Involucramiento Parental de Estudiantes con Buen Rendimiento Escolar en Educación Básica. Doctoral dissertation, Pontificia Universidad Catolica de Chile, Santiago.

Google Scholar

Hoover-Dempsey, K., and Sandler, H. (2005). The Social Context of Parental Involvement: A Path to Enhanced Achievement. Final Study OERI/IES grant No. R305T010673. Nashville, TN: Vanderbilt University.

Google Scholar

Jeynes, Westward. H. (2012). A Meta-Analysis of the efficacy of dissimilar types of parental involvement programs for urban students. Urban Educ. 47, 706–742. doi: 10.1177/0042085912445643

CrossRef Total Text | Google Scholar

Jeynes, W. H. (2016). A Meta-Analysis: the human relationship betwixt parental involvement and Latino student outcomes. Educ. Urban Soc. 49, 4–28. doi: ten.1177/0013124516630596

CrossRef Full Text | Google Scholar

Ma, 10., Shen, J., Krenn, H. Y., Hu, S., and Yuan, J. (2016). A Meta-Assay of the relationship betwixt learning outcomes and parental involvement during early childhood education and early elementary instruction. Educ. Psychol. Rev. 28, 771–801. doi: x.1007/s10648-015-9351-1

CrossRef Full Text | Google Scholar

Pérez Sánchez, C. N., Betancort Montesinos, M., and Cabrera Rodríguez, L. (2013). Family influences in academic achievement: a study of the Canary Islands. Rev. Int. Sociol. 71, 169–187. doi: 10.3989/ris.2011.04.11

CrossRef Total Text | Google Scholar

Reininger, T. (2014). Parental Involvement in Municipal Schools in Chile: Why practice Parents Choose to become Involved? Ph.D. dissertation, Fordham University Graduate School of Social Service, New York, NY.

Google Scholar

Ross, T. (2016). The differential effects of parental involvement on loftier schoolhouse completion and postsecondary omnipresence. Educ. Policy Anal. Arch. 24, 1–38. doi: 10.14507/epaa.v24.2030

CrossRef Full Text | Google Scholar

Roth Eichin, N., and Volante Beach, P. (2018). Liderando alianzas entre escuelas, familias y comunidades: una revisión sistemática. Rev. Complut. Educ. 29, 595–611. doi: 10.5209/RCED.53526

CrossRef Full Text | Google Scholar

Saracostti-Schwartzman, M. (2013). Familia, Escuela y Comunidad I: Una Alianza Necesaria Para un Modelo de Intervención biopsicosocial Positive. Santiago: Editorial Universitaria.

Google Scholar

Schueler, B. E., McIntyre, J. C., and Gehlbach, H. (2017). Measuring parent perceptions of family–schoolhouse engagement: the development of new survey tools. Sch. Commun. J. 27, 275–301.

Google Scholar

Sebastian, J., Moon, J.-M., and Cunningham, Yard. (2017). The Relationship of school-based parental involvement with pupil achievement: a comparison of principal and parent survey reports from PISA 2012. Educ. Stud. 43, 123–146. doi: x.1080/03055698.2016.1248900

CrossRef Full Text | Google Scholar

Tárraga, V., García, B., and Reyes, J. (2017). Home-based family unit interest and bookish achievement: a case study in primary education. Educ. Stud. 44, 361–375. doi: 10.1080/03055698.2017.1373636

CrossRef Full Text | Google Scholar

Wilder, S. (2014). Effects of parental involvement on academic accomplishment: a meta-synthesis. Educ. Rev. 66, 377–397. doi: 10.1080/00131911.2013.780009

CrossRef Full Text | Google Scholar

brooksyoultorbed86.blogspot.com

Source: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01464/full

Share this post