The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-10e

Bibliographic reference :
Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 13, 1, 1-22.

Abstract :

Parental involvement can have positive effects on student academic achievement. To date, most research conducted on the topic has been qualitative, while quantitative research has highlighted marked inconsistencies. To make up for this lack of empirical data, the authors carried out a meta-analysis of quantitative research on this topic.

Research Questions
Two questions were raised by the authors: (1) What is the strength of the relationship between parental involvement and student academic achievement; and (2) What potential features can influence this relationship?

Methodology
Documentary research was conducted in the ERIC and PSYCHLIT databases using the following key words: achievement, academic achievement, parents and parental involvement. From the selected articles presenting their own empirical research results, only 25 studies met all the selection criteria.

There was a marked diversity in defining parental involvement and academic achievement across these studies. Indicators identified in the studies involved areas such as dimensions of parental involvement, areas of academic achievement (e.g., mathematics, reading), types of measure for academic achievement (e.g., test scores), and ethnicity and age. Parental dimensions included parental aspirations for their children’s academic achievement, parental communication with children about school, parental supervision at home, parental involvement in school activities and overall involvement.

Main Results
Although some studies showed marked inconsistencies, results confirmed the positive effect of parental involvement on academic achievement. However, this relationship cannot be generalized, since it varies according to the parental involvement dimensions and academic achievement area considered.

The parental involvement dimension least correlated to academic achievement was parental supervision at home (e.g., supervision of homework), while the dimension most correlated to academic achievement was parents’ educational aspirations for their children. With regard to parental supervision, results must be interpreted with caution. It cannot be concluded that this dimension has no positive influence on academic achievement. Rather, this result is likely due to the fact that very often, closer parental supervision takes place when students encounter difficulties at school.

With regard to academic achievement, results revealed a more significant correlation between parental involvement and academic achievement when an overall coefficient of achievement is considered (e.g., grade point average), compared to when achievement is assessed in specific areas (e.g., reading or mathematics).

Lastly, age and ethnicity did not appear to influence significantly the relationship between parental involvement and academic achievement.

Links :
This journal is available in electronic format. Publisher’s Website Address:
http://www.springerlink.com/content/104855/"

Key Words :
Parental Involvement, Educational Aspirations, Parental Supervision, Grade Point Average, Academic Subjects, Ethnicity, Empirical Research, Quantitative Analysis, Meta-analysis, Newsletter12

Monitored Countries :
United States