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Parents inevitable role in nurturing their child does not end at home. It extends its care and involvement towards their child's schooling. The involvement of parents in academic performance of their child. The study aims to know the correlation of parental involvement and academic performance of Grade 6 learners in San Francisco District and make a guideline that will help in parental engagement. Using descriptive-correlational research design approach that utilizes survey questionnaire to gather numerical data, the researcher compared the academic performance and the student's perception on parental involvement with a ten item questionnaire focusing on Epstein Theory of Parental Involvement such as parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. With 140 sample population the results showed that there is no significant relationship between the academic performance to parental involvement but there is a significant relationship with regards to the parentchild relationship and parental involvement. Thus, the implication of this study could be used to promote and help parents through creating guidelines to parental engagement. [ABSTRACT FROM AUTHOR]

The goal of the study was to determine the relationship between parental involvement, mathematical skills, and students' mathematics performance. The researchers employed a descriptive correlational research design to determine the relationship between math performance, parental involvement, and mathematical skills. The participants of the study were 67 first-year and 56 second-year education students of private university currently enrolled during the second semester of the school year 2022-2023. Total Enumeration Sampling technique was used in the selection of the participants. Likewise, adapted survey questionnaires were used to ascertain the level of parental involvement, mathematical skills, and students' mathematics performance. The findings of the study revealed that the students have a moderately high level of parental involvement from their parents and a high level of mathematical skills in terms of interest and study habits but have a low performance in mathematics. Thus students' math performance is not directly affected by the students' parental involvement of their parents, interest, and study habits. Despite the high level of parental involvement and mathematical skills most of the students still have difficulty in mathematics. [ABSTRACT FROM AUTHOR]

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Aim: To evaluate the impact of an eHealth educational resource about infant procedural pain management, given during the prenatal period, on feasibility, acceptability, knowledge, self‐efficacy, and involvement. Background: Routine health care requires newborns to have painful procedures (e.g., intramuscular injection). The impacts of untreated pain in neonates are widely recognised but adoption of effective procedural pain management strategies in clinical practice varies. There is clear evidence supporting the effectiveness of parent‐led pain management during procedures (e.g., skin‐to‐skin care) and reputable resources to raise awareness among parents are warranted. Our team co‐created Parenting Pain Away, a website to equip parents with evidence to assist with managing the pain of procedures and empower them to be involved. Methods: A quasi‐experimental evaluation using a pre/post intervention design with low‐risk expectant parents. Results: Of the 41 participants, before intervention exposure participants were familiar or had used skin‐to‐skin care (n = 33), breastfeeding (n = 30) and sucrose (n = 13) as pain management. Most participants (n = 38) desired more information on how to be involved. Providing access to Parenting Pain Away during pregnancy was supported and participants ranked the website above average using the System Usability Scale. Parenting Pain Away did not have a statistically significant influence on outcomes. Participants reported variation in clinical support with parent‐led pain management. Conclusion: A multifaceted approach is recommended to maintain infant procedural pain management. Implications for the Profession and Patient Care: Equipping parents with knowledge related to infant pain management using an eHealth approach satisfied their information desires. The study findings are important considerations for perinatal care providers, policy makers, and families to finally achieve adequate procedural pain management. Reporting Method: This study used the STROBE checklist, adhering to EQUATOR guidelines. Patient and Public Contribution: A stakeholder group (expectant parents, parents, perinatal researchers, clinicians, and administrators) was created to inform the study design and intervention. [ABSTRACT FROM AUTHOR]

Based on the ecosystem theory and the process-person-context-time model, this study explored the combined effects of parental involvement and perceived school climate on academic burnout among 17,289 high school students by using a questionnaire approach. Polynomial regression with response surface analysis found that (1) the combined effect of parental involvement and perceived school climate significantly predicted academic burnout levels among high school students; (2) high school students with high parental involvement and high perceived school climate had lower levels of academic burnout than those with low parental involvement and low perceived school climate; high school students with low parental involvement and high perceived school climate had lower levels of academic burnout than those with high parental involvement and low perceived school climate; (3) gratitude partially mediated the block variables' effects on high school students' academic burnout. This study provides a new explanatory perspective on the underlying mechanisms of academic burnout among high school students and has certain reference value for future intervention research targeting academic burnout. [ABSTRACT FROM AUTHOR]

This study leverages a unique combination of PISA survey data and Danish registry data to explore the educational gaps in Denmark between adolescents with native and non-Western immigrant backgrounds, focussing on personality traits, school wellbeing, parental involvement and family norms. The study investigates gaps in GPA at age 16 and in length of final education at around age 30. Key findings indicate that parental involvement and family norms significantly mediate the immigrant–native GPA gap, while personality traits do not significantly explain the immigrant–native gaps. Furthermore, the immigrant–native gap in length of final education at age 30 is more than fully explained when accounting for adolescence socio-economic characteristics and parental expectations and involvement. [ABSTRACT FROM AUTHOR]

Engaged in longstanding debates over the impacts of education tracking on educational inequality, this paper aims to examine whether senior-secondary vocational tracking has contributed to socio-economic inequality in student educational performance in Taiwan. Furthermore, this paper goes one step further to compare if there is any difference between education tracks in the level of socio-economic inequality in student performance. Methodologically, ordinary least squares (OLS) multiple regressions, together with bootstrapped Sobel tests, are adopted to study the research questions, based on the data derived from the Taiwan Education Panel Survey (TEPS). This paper finds that vocational tracking could reinforce the influence of family socio-economic backgrounds and contribute to socio-economic inequality in student performance. In addition, compared to the vocational track, family socio-economic backgrounds are found to have larger impacts in determining student performance in the academic track. Such a track difference might be partially explained by the divergent pattern of parenting practices between tracks, including parent discipline and parental investment in private tutoring. To reduce socio-economic inequality in student performance, this paper proposes several policy suggestions that are tailored to the different circumstances of the two education tracks of Taiwan’s senior-secondary education system. [ABSTRACT FROM AUTHOR]

This article explores the experiences of three Latina women who migrated to the United States from different countries and navigated the challenges of raising their children in a cross-cultural environment while striving to preserve their cultural heritage and language. Through narrative interviews and thematic analysis, the study highlights the significance of language as a cultural bridge and the advantages of bilingualism in a multicultural society. The findings reveal that these mothers actively engage in teaching their children their native language, emphasizing the importance of language in maintaining cultural roots and connections with their home countries. They recognize the economic advantages of bilingualism, believing it provides their children with increased job opportunities and professional advantages. Additionally, the study underscores the sacrifices these mothers make for their children’s education and the crucial role of parental involvement in language development and cultural preservation. The findings have implications for policymakers, educators, and parents, emphasizing the importance of supporting bilingual education and recognizing the value of cultural diversity in society. By fostering bilingualism and cultural preservation, these mothers shape their children’s cultural identity, expand their opportunities, and prepare them for success in a diverse and globalized world. [ABSTRACT FROM AUTHOR]

This quantitative research study aimed to examine the role of well-being in students' perceived parental autonomy support and academic achievement. The study collected data through questionnaires to assess students' perceptions in these areas. The findings indicated that both mothers and fathers were perceived to provide relatively low levels of autonomy support with a higher perception of psychological control. Despite students' overall academic success, a substantial proportion reported low levels of well-being. The study showed a significantly positive correlation between the perceived parental autonomy support of mothers and fathers (p = <.001). Additionally, significantly weak positive correlations were found between perceived maternal autonomy support and well-being (p < 0.043), highlighting the crucial role of the mother's involvement in promoting student well-being. However, no significant correlations were found between parental autonomy support and academic achievement for either mothers (p = 0.963) or fathers (p = 0.948), indicating the need for further investigation into the role of maternal support in academic success. Overall, the study highlights the significance of parental autonomy support, well-being, and academic achievement in students' lives. Providing students with resources and support services to improve their well-being is crucial in creating a positive learning environment that fosters engagement, motivation, and goal-setting. A comprehensive and multifaceted approach is recommended to create a supportive and conducive environment for students' overall development and academic success. [ABSTRACT FROM AUTHOR]

Chile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of in-person educational activities due to the COVID-19 pandemic, from the perspective of 83 principals who lead preschools located in urban and rural areas affected by poverty in Chile. Our findings show that the principals viewed the pandemic as an opportunity to raise awareness and improve educators' knowledge about students' family contexts, diversify and adapt families' modes of participation to their knowledge and living conditions, and incorporate them into the pedagogical decisions that distance learning prompted throughout the COVID-19 pandemic. These findings pose questions regarding the sustainability of these new post-pandemic practices; in other words, whether it is sustainable to shift from a collaborative and instrumental logic of family participation to another that is based on recognition and dialogue and that takes into account families' needs, interests, and possibilities regardless of the economic, digital, and territorial precariousness that characterises their life. [ABSTRACT FROM AUTHOR]

As the impact of digital technologies pervades on our lives at all levels, it is important for students to develop their digital literacy. Computational thinking (CT) education is one pathway helping young students to thrive in the digital world. CT is a critical reasoning process whereby people formulate and solve problems using computers. CT education relies not only on schools and teachers, but also on parents. We reviewed 34 studies of the influence of parents on their children's CT education. We explore the following four aspects in CT education: (1) the contexts, (2) the effects regarding participation (affective, behavioral, and cognitive) outcomes in CT education, (3) the research designs, and (4) the mechanisms through which parents' participation influences children's CT education. Two theoretical frameworks, the tripartite model and parental involvement theory, were used to synthesize the 34 articles to analyze parents' affective, behavioral, and cognitive participation outcomes as well as the mechanisms of parental influence on CT education. We propose a conceptual framework of parental involvement in CT education. We further provide recommendations for supporting parents' involvement in children's CT education by suggesting appropriate parental mindsets and strategies to maximize the effectiveness of children's CT education. [ABSTRACT FROM AUTHOR]

The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others. [ABSTRACT FROM AUTHOR]

Drawing on a 2022 survey of home education of junior secondary school students in China' eight provincial administrative regions, this study seeks to examine the chief factors influencing the generation of education anxiety in Chinese middle-class parents using a moderated mediation model. Research findings include that: (1) education anxiety is pervasive among middle-class parents who exhibit high levels of education anxiety but low levels of education involvement; (2) the parent's perception of educational stratification can significantly predict their education anxiety; (3) the relationship between the parent's perception of educational stratification and their education anxiety is mediated by their expectation of child education; (4) the parent's perception of educational competition has a moderating effect on the relationship between their educational expectation and education anxiety. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. [ABSTRACT FROM AUTHOR]

This study critically investigates the social economic predictors of parental involvement in rural schools in Kenya and its implications on teaching and learning. Education is a major foundation for socioeconomic growth and the provision of quality education. However, teaching and learning are affected by various socioeconomic factors that this study seeks to investigate. Among the social economic predictors, family size, household income level and parents' level of education were found to significantly influence teaching and learning outcomes in Kenya's rural schools. Large families with small household income face challenges in paying school-related levies; acquire learning and teaching materials, book for extra learning activities and support co-curricular activities for their children. The article also presents the policy implications of the study, particularly on issues related to family size and household income level in parents' level of education in rural school settings. [ABSTRACT FROM AUTHOR]

This study examines the impact of parental involvement on Grade 4 learners' reading performance in Sierra Bullones, Bohol. The research aimed to assess the status of parental involvement and its relationship with learners' reading abilities, based on data from 113 parent-child pairs. Key findings include a significant positive correlation between the extent of parental involvement and learners' reading performance. The study reveals that most respondents are female, aged 31-40 years, and have diverse educational backgrounds, primarily high school graduates. Parental involvement is characterized by active participation in reading activities and communication with teachers, highlighting their dedication to supporting their children's reading development. Effective communication between schools and parents emerges as crucial for enhancing learners' reading skills, emphasizing the need for consistent updates and guidance from educational institutions. The Philippine Informal Reading Inventory (Phil IRI) results indicate that learners perform at an instructional reading level, underscoring the importance of tailored instruction to improve reading proficiency. Recommendations include developing a Parental Involvement Guide to equip parents with effective strategies for supporting reading skills, fostering regular communication between parents and teachers, and organizing workshops to enhance parental involvement. This study contributes valuable insights into enhancing educational practices through effective parental engagement, aiming to improve Grade 4 learners' reading proficiency in similar educational contexts. [ABSTRACT FROM AUTHOR]

This study investigates the impact of parental involvement on the education outcomes of their children, specifically focusing on the completion of high school. It extends the existing literature by considering the characteristics of both children and parents, and by examining non-school-related parental involvement in a child's everyday life. The analysis utilizes a publicly available database, the National Longitudinal Survey of Youth 1997, with a sample of American respondents born between 1983 and 1984 who lived with both birth parents during their early teenage years. The study employs simple logistic regression and subclassification on propensity score to estimate causal treatment effects. The results indicate that higher parental involvement is associated with an increased probability of high school graduation, while stricter parental behaviour is found to decrease the expected likelihood of completing high school. [ABSTRACT FROM AUTHOR]

The focus of this study was the involvement of parents in the home learning of their children during the modular learning modality. It aimed to describe the experiences, challenges, and coping strategies of parents on their involvement in the home learning of their children during the modular learning modality. The participants of the study were selected (six) 6 parents from the six central schools in the City of Koronadal. They were chosen based on the inclusion criteria: Grade 2 parents whose children received high honors recognition; must be recommended by the adviser and recognized as an active parent. This used a descriptive qualitative research design. Key Informant Interview was utilized in the gathering of data. Parental involvement is important in the learning process of the children. Whatever is the learning modality they have be it face-to-face classes, online classes, and or modular approach, parents should have an involvement in the learning of the children for them to be well guided, wellmotivated and well-inspired to learn effectively and efficiently that would cause them to become academically achievers. Their involvement in the home learning of their children is of three aspects, such as: roles, support, and strategies. It is about their involvement in teaching, guiding, motivating the children in learning, and answering the lessons in the modules. In order to guarantee students' learning progress while learning at home, parents must provide a high level of support as learning facilitators. The study is of big help for those parents and guardians who may be going to teach, guide and assist their children in answering their worksheets, performing the tasks in the modules during modular learning modality. Parents served as the ones who get the modules in school; they were second teachers of the learners; they were the motivators for the learners to do all the tasks in the modules; and they were the providers of the additional needed learning materials of the learners. and by doing all those roles and applying strategies in teaching their children, their children still learned during the modular distance learning and had become academic achievers. Schools could encourage the parents involve themselves actively in the home learning of their children even after modular distance learning. They may adapt the strategies of the parent-participants in the study to the teaching of children at home. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child’s development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience). [ABSTRACT FROM AUTHOR]

This study examined the extent and nature of parental involvement in the education of students with visual impairment in the city of Woldia, Ethiopia, as well as the associated challenges these parents face. A qualitative approach was employed, utilising a case‐study design. A purposive sample of 14 participants, consisting of parents of students with visual impairment, was selected for in‐depth interviews and focus group discussions. The collected data underwent thematic analysis to identify key themes and patterns. The results indicate that parents of children with visual impairment actively engage in their child's education by providing materials, creating supportive environments and maintaining communication with schools. Challenges to parental involvement included poor communication with schools, a lack of involvement in at‐home learning, limited participation in volunteer activities and minimal involvement in decision‐making. These challenges were influenced by factors such as time constraints, false beliefs, scant knowledge of Braille‐related activities and negative attitudes towards parental involvement. Additionally, the study revealed a lack of collaboration between parents and communities in the education of children with visual impairment. These challenges need addressing and parental involvement in the education of these students should be enhanced. Improving communication, providing support and resources, fostering inclusivity, and promoting collaboration among parents, teachers, schools and the community are key to improving educational outcomes and societal inclusion for students with visual impairment. [ABSTRACT FROM AUTHOR]

This study investigated the impact of parental involvement on school readiness, focusing on the mediating role of preschoolers' self-efficacy. The research utilized a cross-sectional survey design with 1,000 preschool children from seven public kindergartens in Beijing, China. Structural equation modelling was employed for data analysis. The findings indicate that parental involvement, including its sub-dimensions of home-preschool conferencing, preschool-based involvement, and home-based involvement, significantly enhances preschoolers' self-efficacy and school readiness. This encompasses various readiness aspects such as physical and psychological, life, social, and learning readiness. Furthermore, a bootstrap test indicated that preschoolers' self-efficacy fully mediated the relationship between parental involvement and physical and psychological readiness, and school readiness. [ABSTRACT FROM AUTHOR]

Despite the growing popularity of social network sites (SNSs) in educational settings, there has been a lack of comprehensive review studies focused on the effects of SNSs used for educational purposes. This study seeks to address this gap by examining the impact of SNS use on motivations, attitudes, learning outcomes, and parental involvement, which have been infrequently studied in previous research. Employing a systematic review based on the protocol of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our findings indicate that the use of SNSs has the potential to enhance learners' motivations, engender positive attitudes, and improve learning outcomes. However, it is also observed that parental involvement may complicate SNS-assisted learning outcomes. Consequently, this study explores methods for improving SNS-assisted learning motivations, attitudes, and outcomes, as well as the effects of parental involvement on SNS-assisted learning. Future research directions are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants' family literacy practices within the specific domains of education, family, and community in the United States. The findings also show that the participants had multiple identity positions as cultural experts and parents who provided educational resources for their children. The study has implications for parental involvement in urban schools and for educators practicing in K-12 and adult ESL. [ABSTRACT FROM AUTHOR]

This study is focused on investigating parental involvement in students' mathematical activities. It presents a comprehensive bibliometric analysis that examines new areas of research to discover current trends and future research opportunities related to parental involvement in their children's mathematics activities. This study intends to provide a meaningful contribution toward enhancing educational interventions in the future. The metadata of the publications included in this analysis was extracted from the Scopus and ERIC databases using the search criteria "(parent OR parent) AND (involvement OR support) AND (math or math) AND student." After the screening step, a comprehensive analysis was conducted on a total of 944 articles using the tools Harzing's Publish or Perish 8, Biblioshiny, and VOSviewer 1.6.20. The findings indicated that studies on this topic covered 42 years and accumulated a total of 17,392 citations. The most prolific year in terms of publications was 2023, with a peak of 80 studies published. The leading contributors to this body of research were Jianzhong Xu and James Reed Campbell, each authoring six papers. The keyword mapping results revealed several interesting research avenues for future investigation, such as the incorporation of psychological interventions, longitudinal studies, multidisciplinary approaches, and the utilization of technology. [ABSTRACT FROM AUTHOR]

Immigrant parents have varied yet comparable language ideologies, perspectives, and experiences. In this qualitative case study, 67 immigrant parents were interviewed, 37 Chinese and 30 Latinx, whose children were enrolled in Mandarin–English and Spanish–English bilingual after-school programs at two urban public elementary schools in the U.S. Northeast megalopolis. Critical discourse analysis of the interview transcripts revealed parents' encompassing beliefs in bilingual education as a sociocultural investment in learning Chinese and Spanish. The study identifies three types of sociocultural investment: enrichment, empowerment, and emancipation. Enrichment is premised on the immigrant parents' expectations of additive bilingual development in their child's education. Empowerment is rooted in the immigrant parents' agentic motivations to instrumentalize their child's non-English language and provide cultural capital for immediate and transnational contexts. Emancipation emerges from immigrant parents' experiences of liberation from subtractive bilingualism, limited educational experiences, and negative associations of ethnolinguistic identity institutionalized by the dominant (White) English-speaking society. These findings indicate that the cultures and languages transmitted through immigrant parents' sociocultural investment in bilingualism are equally transmissible through investment in bilingual education. (176 words) [ABSTRACT FROM AUTHOR]

Parental expectations play a role in shaping parental involvement, potentially leading to positive outcomes for children. Despite the importance of these factors, research on parental expectations and involvement has been limited in the past two decades. Therefore, this study aims to explore the connection between parental expectations and involvement through a meta-analysis. Following the PRISMA guidelines, we conducted a thorough analysis of existing literature. Employing a meta-analytical approach, data were collected from ten reputable international journal databases, including Scopus, SAGE, Emerald, Web of Science, Proquest, PubMed, Taylor and Francis, Google Scholar, Springer, and Science Direct. The inclusion criteria focused on research centered on parental expectations and parental involvement, resulting in eight articles included in our final analysis. The evaluation of quality employed the Appraisal Tool for Cross-Sectional Studies (AXIS) to gauge bias risk. Results indicate a noteworthy correlation between parental expectations and involvement (r=0.209, p0.001), implying that higher parental expectations correlate with greater parental involvement and vice versa. Moreover, our analysis revealed high heterogeneity (I2 = 96.44%) among the studies, indicating substantial variability. Additionally, the bias assessment (p = 0.048) indicated evidence of publication bias across the studies. Future research opportunities lie in developing studies that delve into the association between parental expectation and parental involvement, examining how this relationship functions independently from other variables in specific contexts such as student achievements or early literacy.

Abstract All newborns undergo minor painful procedures (e.g., injections). Despite strong evidence supporting parents' efficacy to reduce procedural pain (e.g., breastfeeding), parents remain an underutilized resource. Limited evidence‐based resources about infant procedural pain management targeting parents in the perinatal period exist. We co‐created Parenting Pain Away, a website to enhance parents' access to information and participation in procedural pain management following birth. This study aimed to conduct iterative usability testing with the perinatal population to refine Parenting Pain Away based on target users' identified needs and satisfaction. In 2020, parents of healthy newborns or expectant parents from an Atlantic Canadian province, participated in two iterative cycles of usability testing of Parenting Pain Away. Through recorded interviews, participants were directed to use the “Think Aloud” approach (e.g., verbalize what they see, think, feel) as they navigated through the website. Participants completed online questionnaires related to demographics and user satisfaction, measured by the Post Study System Usability Questionnaire (PSSUQ). Descriptive statistics and content analysis were conducted to analyze the data. In total, there were 10 participants with an average age of 29.9 years (SD = 3.9). Participants identified as mothers (n = 7) or fathers (n = 3) and were expecting (n = 6) or had a newborn (n = 4). The PSSUQ overall scores were 1.84 (SD = 0.55) and 1.34 (SD = 0.49) in Cycles 1 and 2, respectively, indicating high user satisfaction on the 7‐point scale. When comparing between the two cycles, the average overall score was lower in Cycle 2, suggesting improved satisfaction. Participants provided positive feedback about the website and suggested major refinements to simplify content and site navigation. Findings from usability testing cycles were used to inform refinements of the Parenting Pain Away in response to participant satisfaction and feedback. Engaging target users in the development process enhanced this website in preparation for further effectiveness testing.

The impact of parents on academic achievement has been discussed for many years; however, less interest has been shown in whether their involvement in education influences students' academic motivation. This study attempted to determine the overall impact of parental involvement on the academic motivation of students. The analysis was conducted by using data from 256 correlational values drawn from 37 studies involving 45,428 students. A meta-analysis was performed through the Comprehensive Meta-Analysis Program. In the analysis process, the standardized mean difference, based on the random effect model, was employed as a measure of the mean effect size, and the Q statistic was used to assess the significance of the moderator variables. This study demonstrated that parental involvement exerted a small but significant overall impact on students' academic motivation. Additionally the gender of the parents, country, school level and year of analyzed studies were identified as significant moderators in this relationship. [ABSTRACT FROM AUTHOR]

AbstractThis article presents findings from a qualitative study exploring parents’ struggles over their children’s education. Drawing on affective practice theory (Wetherell 2012) and feminist care ethics (Fisher and Tronto 1990), we offer insights into the affective practices of care driving parents’ educational activism. We detail how parents’ activism is rooted in both powerful feelings of parental responsibility and wider, more altruistic concerns. We argue that parents’ activism disrupts the binary between altruism and self-interest, indicating instead they can be mutually constitutive of collective action; a complex form of affective practice we designate altruistic self-interest. Our analysis suggests parental activism can be a force for progressive educational change in which care for intimates and care for others coincide, but also that educational authorities might adopt a more care-full approach when making key decisions affecting children, families and communities. [ABSTRACT FROM AUTHOR]

Introduction: The Ecological Systems Model of Creativity Development (ESMCD) proposes that parental involvement positively impacts student creativity. However, prior empirical studies present mixed results, including positive, negative, and no correlations between these variables. Methods: To synthesize these inconsistent primary studies, the current study conducted a systematic meta-analysis synthesizing 30 primary studies involving 37 independent samples with 70 effect sizes and a total N = 20,906 participants. Results: The results demonstrated: (1) an overall significant small, positive correlation (r = 0.101) between parental involvement and student creativity; (2) significant small, positive correlations between specific involvement types (autonomy support r = 0.144; behavioral control r = 0.133; content support r = 0.131) and creativity, alongside a significant small, negative correlation between psychological control and creativity (r = -0.117); (3) no statistically significant moderating effects of student grade level, parental gender, region, or publication type. Discussion: This systematic meta-analytic review consolidates empirical evidence indicating that parental involvement positively predicts students' creativity, while highlighting the detrimental impact of psychological control on creative outcomes. Further research elucidating the mechanisms underlying these relations is critical for informing parenting approaches and education policies seeking to foster creativity development among students. [ABSTRACT FROM AUTHOR]

The perspectives of parental involvement among Pacific and minority populations with hearing loss are influenced by a variety of social, economic, and cultural factors. This review utilised Arksey and O'Malley’s [(2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology. 8(1):19–32. https://www.tandfonline.com/doi/full/10.1080/1364557032000119616.] protocol to (1) scope peer-reviewed and grey global literature regarding parental involvement among Pacific and minority populations with hearing loss and (2) identify research gaps. The review showed that poverty, religion, socioeconomic status, and stigma are important factors in the beliefs and actions surrounding parental involvement and manifestation of hearing loss among minority populations. Societal and family culture were significant determinants in how parental behaviours and practices developed. The role of family, and of women were pivotal in the perceptions of hearing loss and the hearing experiences of children. Parents reported that hearing care services were not family-centred and had limited social and parental support. Parental involvement operates as a risk or protective factor in the health of their children. The complexity of cultural understandings of hearing loss and strong cultural ideals surrounding Pacific children, parents and family means parental involvement provides an important perspective. Parental involvement could be utilised as an avenue to address inequitable outcomes in hearing health service provision among Pacific and minority populations. [ABSTRACT FROM AUTHOR]

Although parental involvement is known to be crucial for the academic and social development of students, especially those with learning difficulties, little is known about the relationship of schools’ invitations with parents’ motivational beliefs. A sample of N = 881 German parents of secondary school students, of which N = 119 were identified as parents of children with learning difficulties, participated in the study. Structural equation models were analysed to examine how different aspects of family–school partnerships are related to parental motivational beliefs. Our findings suggest that a welcoming culture and the quality of parent-teacher collaboration are positively associated with higher parental motivation, regardless of students’ learning difficulties. These results highlight the need for inclusive secondary schools to foster not only individual contacts between teachers and parents but also a positive and welcoming school culture. [ABSTRACT FROM AUTHOR]

AbstractClimate change education is crucial to addressing the climate crisis. Studies show that parents and guardians can play an important role in transmitting knowledge, competencies, and a pro-environmental orientation to their children. Whilst climate change education can span many disciplines, it has been effective within science education. In this paper we embrace evidence-based effective approaches to science education, with parents. Climate change education research literature published to date focusses on school-based interventions and there is a dearth of literature on parental involvement. This paper describes the development of, and outcomes associated with, a programme to promote engagement with climate change education for families from socioeconomically disadvantaged backgrounds. Data were gathered through post semi-structured interviews and reflections on posters and photos created and collected throughout the programme. Findings indicate that this approach engaged parents in climate change education with their children and successfully addressed various misconceptions. The programme presents a real opportunity to engage parents in their children’s formal education. [ABSTRACT FROM AUTHOR]

This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

This study looks into the relationship between parental involvement and reading performance of Grade VI students in Pajo Elementary School, Tarangan, Samar. Specifically, it aimed to identify the reading proficiency of students in Grade VI at Pajo Elementary School in general and grouped in terms of: a) frustration b) Instructional and c) Independent; determine how do parents view parental involvement practices in relation to their child's reading performance; and to know if there is a significant correlation between parents' involvement practices and their children's reading ability. Descriptive and quasi-experimental design were employed in the study. Numerical and non-numerical data were gathered from both the student-respondents and parents-respondents. Interview guide was employed for the focus group discussion with the parents. [ABSTRACT FROM AUTHOR]

In the social context of the "Educational Involution", the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement. [ABSTRACT FROM AUTHOR]

Research on family involvement has revealed its positive impact on children's academic and nonacademic achievement over the past two decades. However, little is known about parental involvement in religious schools. During our review, we examined studies focusing on parental involvement with special attention to religious schools. 22 papers met the research criteria out of 123 abstracts screened from 85 databases. Management and decision-making participation in religious schools seem to be less important than in Epstein's model. Religious schools have developed a special PI model where parents accept decisions based on staff competence, and teachers work to build a parent community and earn the trust of parents by being accountable for the children's diverse development. Some studies point to inadequate implementation of the ideal model and are critical. The novelty of the analysis is that our analysis was open to schools of all religions. A limitation of the review is that we cannot be sure that all relevant studies were included in the examined databases. As such, further research is needed to better understand this phenomenon. [ABSTRACT FROM AUTHOR]

Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children's moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children's academic development and perceive themselves to play a critical role in their children's educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families' engagement in school-based parental involvement. [ABSTRACT FROM AUTHOR]

Background: Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. Aims: The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism. Methods: The present study used a large‐scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. Results: The multi‐level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. Conclusions: The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science. [ABSTRACT FROM AUTHOR]

Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. However, for the first-generation learners, e.g. particularly vulnerable tribal groups (PVTGs), it is an arduous task because they belong to the least developed communities in India, with poverty and illiteracy forming the base of their existence. This paper examines the extent of involvement PVTG parents have in educating their daughters and identifies ways for improvement. Findings based on this original study suggest that the parents realise involvement, but their knowledge of involvement differs from the general population and the Western context. Hence, the study proposes four types of Cs to integrate their involvement: Concern, Communication, Condition, and Cooperation. [ABSTRACT FROM AUTHOR]

High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents’ contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents’ contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r =.189). The associations were stronger for education-focused parenting self-efficacy (r =.183) than general parenting self-efficacy (r =.114) and were stronger still for home-based participation (r =.248) and parental expectations and aspirations (r =.248) than school-based participation (r =.124) and parent-teacher communication/relationship (r =.090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents’ contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Young people's room for autonomy and independent life choices is challenged by intensive parenting practices and ambiguous ideals underpinning the youth-parent relationship. In this article, we explore how young people make sense of and relate to parental influence as they are about to make choices of higher education. Through Foucauldian discourse analyses of interviews with 23 young men and women (19 years) in Oslo, Norway, this study sheds light on how the youth reconciled ideals of self-expression and self-determination with perceived parental influence. We demonstrate how their 'autonomous self' is portrayed as 'accountable' and 'malleable', to allow for parent's influence through their subject positions as 'advisor' and 'socialising agent'. These subject positions overlap with discourses of intensive parenting previously described as disciplining the modern parent. We discuss whether youth contribute to the cultivation of 'the intensive parent', and the potential the ideal of autonomy holds for conformity to normalizing powers. [ABSTRACT FROM AUTHOR]

The occurrence of children being coached by their parents in the world of sport is a well-known phenomenon, but one that remains insufficiently researched. It is rather unclear how common this is and there are very different assessments of whether it is more of an advantage or a disadvantage to be trained by one's own parents. In the first study, we assess the frequency of occurrence of parent-coaches as well as the duration of these collaborations and their developmental location in the lives of the offspring. Results from a cross-sport survey and a soccer-specific survey indicate that a notable proportion of performance-oriented male and female senior athletes (19 and 34%, respectively) have been coached by their own parents at some point (χ2 [1, N = 291] = 7.770, p = 0.005, V = 0.163). In the second study, we address the question of the relevance of parent-coaches to athletic achievement. In this regard, the hypothesis that the proportion of male soccer players who were coached by their parents is larger in higher-ranking amateur leagues (38%) than in lower-ranking leagues (28 and 14%) was empirically confirmed (χ2 [2, N = 331] = 11.950, p = 0.003, V = 0.190). Thus, it can be assumed that about one fifth of all performance-oriented senior athletes had been coached by their own parents for some time. Moreover, the fact of having been trained by one's own parents can in principle be regarded as a conducive condition for the athletic development of adolescents. [ABSTRACT FROM AUTHOR]

Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students' academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children's mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement. [ABSTRACT FROM AUTHOR]

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All newborns undergo minor painful procedures (e.g., injections). Despite strong evidence supporting parents' efficacy to reduce procedural pain (e.g., breastfeeding), parents remain an underutilized resource. Limited evidence‐based resources about infant procedural pain management targeting parents in the perinatal period exist. We co‐created Parenting Pain Away, a website to enhance parents' access to information and participation in procedural pain management following birth. This study aimed to conduct iterative usability testing with the perinatal population to refine Parenting Pain Away based on target users' identified needs and satisfaction. In 2020, parents of healthy newborns or expectant parents from an Atlantic Canadian province, participated in two iterative cycles of usability testing of Parenting Pain Away. Through recorded interviews, participants were directed to use the "Think Aloud" approach (e.g., verbalize what they see, think, feel) as they navigated through the website. Participants completed online questionnaires related to demographics and user satisfaction, measured by the Post Study System Usability Questionnaire (PSSUQ). Descriptive statistics and content analysis were conducted to analyze the data. In total, there were 10 participants with an average age of 29.9 years (SD = 3.9). Participants identified as mothers (n = 7) or fathers (n = 3) and were expecting (n = 6) or had a newborn (n = 4). The PSSUQ overall scores were 1.84 (SD = 0.55) and 1.34 (SD = 0.49) in Cycles 1 and 2, respectively, indicating high user satisfaction on the 7‐point scale. When comparing between the two cycles, the average overall score was lower in Cycle 2, suggesting improved satisfaction. Participants provided positive feedback about the website and suggested major refinements to simplify content and site navigation. Findings from usability testing cycles were used to inform refinements of the Parenting Pain Away in response to participant satisfaction and feedback. Engaging target users in the development process enhanced this website in preparation for further effectiveness testing. [ABSTRACT FROM AUTHOR]

This study explored the relationship between parental involvement and the self-help skills of kindergarten learners. Using a descriptive-correlational research design, the study aimed to determine whether parental involvement significantly impacted the development of children's self-help skills. Data were collected from parents through two adapted surveys: the Parental Involvement Survey and the Self-Help Skills Survey, which measured various indicators related to participation in school activities and children's proficiency in daily tasks. The findings indicated no significant relationship between parental involvement and the self-help skills of the learners, suggesting a negligible positive correlation. This result contrasts with previous studies that demonstrated a strong link between parental involvement and children's skill development. Despite the lack of statistical significance, the study underscores the continued importance of parental engagement and the need for collaboration between educators and parents to support the holistic growth of children, including the development of essential self-help skills. [ABSTRACT FROM AUTHOR]

Parents are big part of the success of the learners especially so when we talk about reading competence. Its involvement would require time and effort as in controlling, motivating, monitoring, and providing. This study aims to determine the extent of parental involvement in the reading competence of the third graders at Sta.Cruz, Bagong Nayon 1 and Peace Village Elementary School in Antipolo City. Interviews, literature reviews as well as survey questionnaires were utilized to gather pertinent data. Weighted mean and t-test were used to treat the gathered data. Results revealed that the extent of parental involvement in controlling, motivating, monitoring, and providing are found to be less involved in the reading competence. There is a significant difference between the extent of parental involvement in the reading competence of the Grade 3 learners. However, there is no significant relationship between the extent of parental involvement in the reading competence of Grade 3 pupils and their academic performance in English. This study concludes that the parental involvement in reading competence whether very highly involved or less involved has no effect on the academic performance of the grade 3 learners. [ABSTRACT FROM AUTHOR]

This study explores the relationship between parental involvement and students' engagement among junior high school students at MSU-MSAT during the First Semester of the Academic Year 2023-2024. It examines the extent of parental involvement across various domains, evaluates the level of students' engagement, and investigates the correlation between parental involvement and students' engagement. The research involves 165 junior high school students from MSU-MSAT in Maigo, Lanao del Norte, utilizing a descriptive research design. Data is collected through a questionnaire and analyzed using frequency and percentage, average-weighted value, and chi-square. The findings reveal that parents are most active in parenting and communication, with less engagement in volunteering and community collaboration. Parental involvement in learning at home and decision-making is sporadic. Conversely, junior high school students demonstrate engagement in behavioral, emotional, and cognitive dimensions. The study concludes that parental involvement significantly impacts students' engagement, with higher levels of parental involvement correlating with increased student engagement. [ABSTRACT FROM AUTHOR]