The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-01e

Bibliographic reference :
Deslandes, R. (2005). Réussite scolaire : déterminants et impact des relations entre l’école et la famille. Dans L. DeBlois et D. Lamothe (dir.), La réussite scolaire. Comprendre et mieux intervenir (pp. 223-236). Québec : Presses de l’Université Laval.

Abstract :

In this chapter, the author presents the results of research she conducted over the last decade on school-family relationships. More particularly, she studied this kind of relationship from the viewpoints of family characteristics (e.g., family structure and parental educational level), parenting style (e.g., responsiveness, encouragement of autonomy, supervision) and parental involvement in academic monitoring. This last element is discussed from two perspectives: (1) youths’ perceptions (e.g., emotional support, parent-child interactions related to daily school life); and (2) parents’ perceptions (e.g., schoolwork monitoring, participation in meetings).

Research Data and Academic Achievement Indicators
The results presented were drawn from several studies conducted at the primary and secondary levels in the special and general education sectors.

The academic achievement indicators considered included students’ academic results, educational aspirations, time spent on homework and level of autonomy.

Student autonomy proved a good predictor of academic achievement. Autonomy encompasses task orientation, independence and identity. These components of autonomy vary for each student primarily according to gender and learning path.

Among other findings, the results indicated that students who best performed were those exhibiting a higher level of task orientation, self-determination (independence) and self-confidence (identity). Female students seemed to confer more value on effort and perseverance (task orientation). A traditional family structure and superior parental educational level were elements that fostered male students’ higher academic achievement. General education students, compared with special education students of the same age, exhibited more autonomy with regard to task orientation as well as independence and identity.

Parental Involvement, Parenting Style and Academic Achievement
To explain the differences raised above, the study focused on the influence of parenting practices, type of parent-youth interactions and youths’ openness to parental involvement in monitoring the academic progress of students.

Among the results observed, mothers were more involved in monitoring their children’s academic progress, while fathers were more encouraging of their daughters’ autonomy. Family involvement had more direct influence on the academic achievement of female students, while their male counterparts were more influenced by family involvement in terms of task orientation. Youths were more open to particular types of parental involvement.

Encouraging a Stronger School-family Partnership
Some elements were identified as likely to influence parents’ involvement in their children’s academic progress. Parents will be more motivated to become involved if they believe that they are able to influence their children’s learning positively (sense of competency). They will become further involved if they feel invited by their children and teachers to do so. Therefore, the link between parents and teachers is instrumental. Opportunities for meetings are the first conditions to establish trust.

To help schools to establish a positive partnership with parents, each and every stage involved in implementing a partnership project must be well supported. Lastly, the recent inclusion of the school-family-community partnership component into the training of future teachers was accepted positively by the latter, which shows their interest and need in being better prepared for implementing this practice.

Key Words :
Family Characteristics, Family Structure, Parental Educational Level, Parenting Style, Parental Involvement, Autonomy, Gender, Learning Path, Independence, Identity, Task Orientation, Motivation, Perception, Primary, Elementary, Secondary/High School, Newsletter12

Monitored Countries :
Quebec (Canada)