The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives
Year: 2010
Type: article
Study design: Observational Study
Abstract: Using a multidimensional conceptualization of parent involvement, this study examined the relations between academic achievement and parent involvement across three informants (parents, teachers, and children), explored the dimensions of parent involvement that best predict student academic achievement, and examined the extent to which children's perceptions of involvement mediated the relationship between parent involvement and academic achievement.Participants were 275 elementary school students, their parents, and teachers from a rural school district.Measures of parent involvement were completed during the 3rd quarter of the academic year based upon perceptions of parent involvement during the first two quarters of the year.The parent involvement dimensions assessed included parent educational expectations, home involvement/supervision, and school contact/participation.Teacher and parent reports were found to be strongly associated.Reports of parent involvement from the child perception differed significantly from parent and teacher.Across all predictors, parent educational expectations (as perceived by parents and teachers) were found to be the strongest predictor of academic achievement, accounting for 9.4 to 19.6 percent of the variance in GPA (depending on the model), beyond that accounted for by socioeconomic status.Parental education, family configuration, and socioeconomic status played a
Author: Margaret Ann Mahoney
Institution: Ohio University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2311370250