The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-36e

Bibliographic reference :
Green, C.L., Walker, J.M.T., Hoover-Dempsey, K.V., & Sandler H.M. (2007). Parents’ Motivations for Involvement in Children’s Education: An Empirical Test of a Theoretical Model of Parental Involvement. Journal of Educational Psychology, 99(3), 532-544.

Abstract :

Study Goal
Parental involvement in monitoring child progress in school is recognized as a positive influence on academic achievement. The goal of this American study was to test the ability of a theoretical model to predict the type and level of parental involvement. This model features three sources of motivation to involvement: (1) parental role construction and self-efficacy; (2) parents’ perception of invitations to involvement from the school, teachers or their children; and (3) their perception of variables related to life context (e.g., skills and knowledge to help their children, and self-perceived time and energy). The authors of this article also wanted to know if this model was still relevant once the influence of socio-economic status (SES) was controlled. Lastly, they examined changes in the type and level of parental involvement based on education level and school structure.

Methodology
The sample involved 853 parents of 1st- to 6th-graders attending elementary and middle schools. This sample was put together by collecting data from questionnaires in two instances (fall 2002 and fall 2003).

Main Results
With regard to parental home-based involvement, their views on their role, self-efficacy, perception of their child’s invitations to involvement, and perception of the time and energy they could devote to monitoring their child’s progress in school were the factors that best predicted home-based involvement. In the case of parental school-based involvement, parents’ perception of teachers’ invitations to involvement were additional factors. Results revealed that SES did not appear to be a significant determining factor of home-based parental involvement, which confirmed the relevance of this model.

The results also revealed that parental involvement lessened from first to sixth grade. Across the school grades, home-based parental involvement was greater than school-based parental involvement.

Differences in parental involvement were also observed based on the type of school structure (elementary versus middle school). Parents of elementary school students were more involved both at home and at school. Parents’ motivations to become involved differed slightly. Parents’ perception of invitations received from their elementary school children, energy and time available, views on parental role, and self-efficacy were influencing elements of home-based parental involvement. With the exception of views on parental role, the same factors influenced home-based parental involvement for middle school children. Regarding school-based involvement for the two groups of parents, the factors influencing their involvement were their perception of their children’s and their teachers’ invitations to involvement.

Conclusion
This model proved relevant in understanding parents’ motivation to become involved in their children’s progress at school. Above all, parental involvement appeared to be determined by interpersonal relations between parents, and children and their teachers. This finding highlighted the importance of creating opportunities for parents and teachers to exchange and parents and children to interact during homework.

For more information on the parental involvement model of Hoover-Dempsey and Sandler, see Abstract CS-CEFC-05.

Links :
This journal is also available in electronic format. Publisher’s Website address: http://www.apa.org/publications/"

Key Words :
Parental Involvement, Monitoring of School Progress, Parental Motivation, Parental Role, Self-efficacy, Invitations to Involvement, Life Context, Socio-economic Status, School Structure, Primary, Elementary, High/Secondary School, Newsletter11

Monitored Countries :
United States