Parental involvement and student achievement in two language domains: Indirect relations and generalizability across migration status

Arens, A. Katrin; Jude, Nina

doi:10.1016/j.lindif.2016.12.001

Cited by 11 publications

(17 citation statements)

References 84 publications

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“…These results point to the existence of reciprocal influences among those variables, where parental support seems to be a variable with multidimensional influence and that has an important impact on PLC classifications and consequently on achievement. These findings support those of other researchers ( Malecki and Demaray, 2003 ; Ratelle et al, 2005 ; Chowa et al, 2013 ; Karbach et al, 2013 ; Wilder, 2014 ; Castro et al, 2015 ; Song et al, 2015 ; King, 2016 ; Arens and Jude, 2017 ).…”

Section: Discussionsupporting

confidence: 93%

“…Several suggestions follow: (i) In the family context, parental practical support should be differentiated by gender: instrumental parental support in boys and affective support in girls. However, it is important to point out that there is an influence between the affective and instrumental supports, since in some situations the instrumental support is accompanied by affective support and both establish a relationship with effects on well-being ( Arens and Jude, 2017 ) Thus, the affective support provided by instrumental support can generate positive effects that, in addition to improvements in performance, may have implications for the students’ well-being and mental health. (ii) Communication and connection between the school and the family should promote and encourage parents to monitor children’s school life.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of Family Support According to Gender in the Portuguese Language Course Achievement

et al. 2017

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Several factors like pupils’ characteristics, school conditions and family context have been pointed out in the literature as being linked to academic achievement. Regarding the latter, family socio-economic status and parental support have been identified as determining variables on success at school. The current study analyses the influence of family support on the achievement of school children in their native language [Portuguese language course (PLC)]. Participants were 885 students attending PLC on basic and secondary schools (6th and 9th school grades) (ISCED 1); 418 boys and 467 girls, ranged between 10 and 18 years of age (M = 12.99). School achievement was assessed using year-end classifications in PLC. Family support was assessed using the Family Support-Context Variables Questionnaire. A regression analysis showed that students’ perception about instrumental and affective family support in school life was positively related to their Portuguese grades. However, different predictive values were revealed according to gender. Girls’ Portuguese languge couse classification seemed to depend on affective variables like their perception of affective parental support and affective attitudes toward the PLC, while boys’ results seemed to be influenced by instrumental variables, such as the perception of instrumental support from parents and boys’ attitudes toward the utility of learning Portuguese language. These results supported those of other studies, showing the need to take gender differences into account in educational interventions, especially during early adolescence. In conclusion, the study shows an influence of parental support on PLC achievement. Such influence differs according to gender, with girls being more sensitive to the affective dimension of parental support and boys to the instrumental one.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

The Influence of Family Support According to Gender in the Portuguese Language Course Achievement

et al. 2017

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“…Aile katılımı, ailelerin çocuklarının eğitimine yönelik ilgileri, beklentileri, tutumları, inançları ve isteklerinden onların çocuklarının eğitimine destek için evde ya da okulda gerçekleştirdikleri etkinliklere kadar çok farklı şekillerde tanımlanabilir (Arens & Jude, 2017). Eğitim bilimciler tarafından aile katılımlarının türlerine ilişkin de farklı sınıflandırmalar yapılmıştır.…”

Section: Türkçe Sürümunclassified

“…Parental involvement can be defined in many different ways, from the interests, expectations, attitudes, beliefs and aspirations of families towards the education of their children, to their activities at home or at school to support the education of their children (Arens & Jude, 2017). Different classifications were made by educational scientists regarding the types of parental involvement.…”

Section: Introductionmentioning

confidence: 99%

Views of the parents of secondary school students on supporting their children's learning

Gündüz¹

2019

ijocis

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The aim of this research is determining the support behaviors and activities parents realized for their children’s learning and revealing it relationships with some demographical properties of parents. The translational simultaneous mixed method was used. This study in which quantitative and qualitative methods used together, firstly survey was applied and the semi-structured interviews was done. Data obtained by these data collection tools were analysed simultenously. The participants of this study are 360 parents who are parents of students studying in 5th, 6th, 7th and 8th grades at a secondary school in İstanbul. Semi-structured interviews were realized with 43 parents chosen from these participants. The questionnaire consists of three dimensions and 66 items. In the analysis of quantitative data percentage, frequency, arithmetic means and one-way variance analysis (ANOVA) were used. Descriptive analysis was used for analysing qualitative data. According to data obtained from the research, parents realized the activities which are related to motivate their children to learning and the activities that parents do with the other education stakeholders more than the activities that parents do for helping their children’s lessons. The academical supporting activities parents do are mostly general ones. The general academical supporting activities parents stated that they do generally are following their children’s homeworks/examinations, encouraging them for studying, researching form different learning sources, doing test, providing appropriate learning environments at home, sending their children to school courses and following their academic scores. The motivational supporting activities parents stated that they do mostly are praising their children when they achieve something, encouraging them when they couldn’t be successful in their lessons and talking about what they do at school. The activities mostly stated by parents that they realized collaboratively with other people and insititutions which are related to their children’s learning are attending parents’ meeting and speaking out their negative and positive thoughts about school and teachers. Parents’ opinions about the supporting activities they realised don’t differ according to their educational levels and occupations but they differ according to their ages. It can be said that younger parents (ages between 20 and 30) do supporting activities more than others.

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“…Parental involvement is defined in numerous ways, ranging from parental aspiration, expectation, interest, and attitudes and beliefs regarding education to more active parental participation and practice in specific activities at home or school [4]. In a very general sense, Green et al (2007) stated that parents who are active participants in their child's education are thought to promote children's social, emotional, and academic development [61].…”

Section: Parental Involvement In the Process Of Educationmentioning

confidence: 99%

The Investigation of Parents' Interactions and Their Children's Learning Levels at Parental Coaching Carried out over Social Network

Gündüz¹

2018

ujer

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The study aims to provide academic and affective support for children's learning by using teacher-parent collaboration through parental coaching realized via social network. This parental coaching includes three phases: preparation, implementation and evaluation. The participants of the study are 16 parents and their children. The data of the study was obtained through the following data collection tools: family information form, focus group interview, semi-structured interviews conducted with parents and children, social network group logs, questionnaire and academic achievement scores of children. Descriptive analysis was used to analyze qualitative data and Wilcoxon t test for quantitative data. The issues which the parents ask for support are guidance for supporting their children in the courses they have problems with and help children to develop reading and study habits. The findings of the study show that parental coaching via social network increases teacher-parent, parent-parent and parent-child interaction as well as children's academic achievement. The highest amount of interaction in this application was between parents and the guidance counsellor (the researcher) and the children. The lowest level of interaction was among parents. Finally, it can be concluded that parental coaching application helped parents to support their children's learning and feel well-equipped while guiding them.

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Parental involvement and student achievement in two language domains: Indirect relations and generalizability across migration status

Cited by 11 publications

References 84 publications

The Influence of Family Support According to Gender in the Portuguese Language Course Achievement

The Influence of Family Support According to Gender in the Portuguese Language Course Achievement

Views of the parents of secondary school students on supporting their children's learning

The Investigation of Parents' Interactions and Their Children's Learning Levels at Parental Coaching Carried out over Social Network

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