Does parental involvement matter in children’s performance? A Latin American primary school study

Torrecilla, Francisco Javier Murillo; Hernández-Castilla, Reyes

doi:10.1016/j.psicoe.2019.10.002

Cited by 11 publications

(11 citation statements)

References 31 publications

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“…This indirectly demonstrates that working parents can produce academically successful children despite their commitments. Parental participation in school's associations and clubs is found to have no effect on children (Torrecilla and Hernández-Castilla, 2020). A study by Reparaz and Sotés-Elizalde (2019) discovered almost similar results where parental involvement in school administration does not leave any effect on their children's educational performance.…”

Section: Parental Involvement Does Not Affect Students' Achievementmentioning

confidence: 90%

“…Teachers and schools need to create a healthy relationship and teamwork with parents to ensure that education development can be done (Torrecilla and Hernández-Castilla, 2020). The study also discovered that two types of parental involvement, namely, assisting children with homework at home and participating in school activities, are the most important factors that bring school authorities and parents together.…”

Section: Parental Involvement Affects Students' Achievementmentioning

confidence: 98%

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Parental Involvement towards Students’ Formation in Daily Secondary Schools

Ikhlas¹,

Mokhtar²

2022

IJARBSS

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This article is a concept paper which analyses previous research on parental involvement on students' development in daily secondary schools. The analysis of research which had been conducted in Malaysia and other countries indicated that there are two main types of parental involvement which are at home and in schools. There have also been studies that have looked at parental involvement in their children's education in their communities. The outcome of the studies showed that parental involvement in children's education both at home and in schools result in increased achievement. However, some research found that parental involvement does not influence children's achievement in school. Furthermore, some studies showed that the level of parental involvement decreases when their children are enrolled into secondary schools. In conclusion, parental involvement is not the only factor that influences educational success or failure.

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Section: Parental Involvement Does Not Affect Students' Achievementmentioning

confidence: 90%

Section: Parental Involvement Affects Students' Achievementmentioning

confidence: 98%

Parental Involvement towards Students’ Formation in Daily Secondary Schools

Ikhlas¹,

Mokhtar²

2022

IJARBSS

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“…These various forms and levels of parent engagement are likely to influence student performance by inquiring about or responding to inquiries about their child’s performance and being involved in school meetings and activities (Griffith, 1996; Vinopal, 2018). Although the bulk of the literature on the benefits of parent participation in schools is based on research focused in the U.S., a growing literature indicates that such participation is seen as beneficial and encouraged in a wide variety of countries in Europe (Babic, 2011; Beattie, 1978), Asia (Drèze & Kingdon, 2001; Kim, 2004; Wei & Ni, 2023), Africa (Kotirde & Yonus, 2014; Mncube, 2009; Okitsu & Edwards, 2017), and Latin America (Lara & Saracostti, 2019; Torrecilla & Hernández-Castilla, 2020).…”

Section: Empirical Context: Immigrant Students and Educationmentioning

confidence: 99%

Social Equity and Clientele Participation: A Cross-National Study of Immigrant Education

Song

Meier

2023

Administration & Society

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How public participation shapes effective and equitable service outcomes has been extensively discussed but rarely tested in the public administration literature. This article examines how parent participation in schools affects overall student performance and whether socially marginalized students benefit more or less when schools involve greater participation. Using a 63-country cross-national educational dataset, we show that parent involvement in school activities is not significantly related to overall student performance, but such efforts reduce the performance gap between immigrant and native-born students. This finding suggests that direct participation can reduce social disparities in program outcomes.

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“…The second factor or construct was called "Parental support for learning at home," which was made up of the regularity with which parents or guardians carry out extracurricular activities with the student, such as helping in these activities, talking about a topic or subject, providing educational material, and communicating with the student. However, the literature reports the inclusion of both indicators of parental participation or involvement, as well as indicators of parental support, and their significant effects on academic performance in various contexts and educational levels (Bazán et al, 2007(Bazán et al, , 2016Boonk et al, 2018;Lara and Saracostti, 2019;Murillo andHernández-Castilla, 2020). 10.3389/fpsyg.2023.1154470 Frontiers in Psychology 04 frontiersin.org…”

Section: Parental Participation and Parental Supportmentioning

confidence: 99%

Parental participation and parents’ support: effects on mathematics achievement, 2018 national assessment of learning, Mexico

Hernández-Padilla,

Bazán-Ramírez,

Bazán-Ramírez

et al. 2023

Front. Psychol.

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The relationship between family involvement in students’ academic activities, their learning, and academic achievement has been widely studied. Two different types of family involvement are recognized: parental participation, which is linked to activities implemented by the school, and parental support, which occurs at home and has to do with the family’s educational practice. This study analyzed the influence of parental participation in school activities, parental support at home, and family socioeconomic status on student learning in mathematics. The database of 104,973 third-year secondary education students (50.1% female and 49.9% male) from the 2018 assessment of academic achievement in mathematical thinking was considered. Path analysis was employed in structural equation modeling, where a general model of parental support was proposed to compare the learning of students from the lowest quartile and those from the highest socioeconomic level; the model presented a good fit for each group. The models used showed acceptable adjustments in some criteria; in these models, there were positive and significant associations between parental schooling and socioeconomic level and achievement in mathematics. The results obtained are consistent with the findings of other studies in which parental support, mediated by socioeconomic status, significantly influences student learning.

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Does parental involvement matter in children’s performance? A Latin American primary school study

Cited by 11 publications

References 31 publications

Parental Involvement towards Students’ Formation in Daily Secondary Schools

Parental Involvement towards Students’ Formation in Daily Secondary Schools

Social Equity and Clientele Participation: A Cross-National Study of Immigrant Education

Parental participation and parents’ support: effects on mathematics achievement, 2018 national assessment of learning, Mexico

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