Parental School Involvement in Relation to Children's Grades and Adaptation to School

Autor/inn/en	Tan, Edwin T.; Goldberg, Wendy A.
Titel	Parental School Involvement in Relation to Children's Grades and Adaptation to School
Quelle	In: Journal of Applied Developmental Psychology, 30 (2008) 4, S.442-453 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2008.12.023
Schlagwörter	Grades (Scholastic); Mothers; Parent Participation; Parent School Relationship; Fathers; Student Adjustment; Surveys; Homework; Parent Child Relationship; Anxiety; Student Attitudes; Socialization + Suchen Sie Ihr Suchwort? Notenspiegel; Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Survey; Umfrage; Befragung; Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Angst; Schülerverhalten; Socialisation; Sozialisation
Abstract	From an ecological perspective, it is important to examine linkages among key settings in the child's life. The current study focuses on parents' involvement in children's education both at school and at home. Ninety-one families with school-aged children (91 fathers and 91 mothers) participated in a survey study assessing the levels of parental involvement (direct at school site, homework, extracurricular educational activities, and interpersonal involvement) and their relationship to children's grades and to parental reports of children's anxiety about, and enjoyment of, school. Analyses demonstrated the unique contributions made by fathers and by mothers to the explained variance in children's grades and adaptation to school. Mothers' and fathers' school involvement had differential associations with sons' and daughters' school-related outcomes. Support was found for both the transactional and interactional models of parent-child socialization. Associations between levels of parental school involvement and child outcomes were not always positively signed. Findings highlight the complexity of parental school involvement and hold implications for families and schools as they attempt to facilitate the types of involvement that are high leverage points for children's academic development. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10