Third, measuring parent involvement at a time prior to assessing academic performance and mediating variables would allow for a better understanding of the relation among these variables. Finally, given the importance of IQ when predicting a child's academic performance, IQ should continue to be accounted for in future studies examining academic performance.
Several public policy recommendations and initiatives follow from the results of the present study. School administrators and policymakers should continue to investigate ways to increase a parent's positive attitude about their child's education and demonstrate to parents that their attitude is related to their child's academic performance. Future policy should focus on developing and promoting school programs that enable parents to increase a child's perception of cognitive competence, and fund future research to better understand the mechanisms by which this occurs.
School administrators should consider ways to improve the student-teacher relationship, given its important relation with the child's academic performance. For instance, school administrators may set aside time in the curriculum for team building exercises between students, teachers, and parents. Taken together, the present study identified mechanisms by which parent involvement is related to a child academic performance, over and above the impact of the child's IQ, and it is the hope that these findings lead to further research and new policies to increase a child's academic performance.
We thank the parents and children who have repeatedly given their time and effort to participate in this research. Calkins, Susan P. Keane, and Marion O'Brien. National Center for Biotechnology Information , U. J Prev Interv Community. Author manuscript; available in PMC Jan David R. Topor , a Susan P.
Keane , b Terri L. Shelton , b and Susan D. Calkins b. Susan P. Terri L. Susan D. Author information Copyright and License information Disclaimer. Topor, udE. Keane, udE. Shelton, udE. Calkins, udE. Copyright notice. See other articles in PMC that cite the published article. Abstract Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. Keywords: Parent Involvement, academic performance, student-teacher relationships.
Assessment of Academic Performance in Early Elementary School Several methods are used to measure child academic performance, including standardized achievement test scores, teacher ratings of academic performance, and report card grades.
Proposed Explanations of the Relation Between Parent Involvement and Academic Performance Based on previous research, it was hypothesized that parents who have a positive attitude towards their child's education, school, and teacher are able to positively influence their child's academic performance by two mechanisms: a by being engaged with the child to increase the child's self-perception of cognitive competence and b by being engaged with the teacher and school to promote a stronger and more positive student-teacher relationship.
Method Participants Participants in this cross-sectional study were one hundred and fifty-eight children who, at age seven, participated in the laboratory and school visits. Academic Performance Two measures of academic performance were used. Procedures Data were gathered from the child and the child's mother during two visits to the laboratory and from the child's teacher during one visit to the child's school.
Table 1 Correlations Between Variables of Interest. Socioeconomic Status Hollingshead - 2. Perceived Cognitive Competence Harter. Open in a separate window.
Full Scale IQ. Parent Involvement 3. Parent Involvement. Parent Involvement 1. Student-Teacher Relationship. Discussion The purpose of the present study was to examine the ability of the child's perceived cognitive competence and the quality of the student-teacher relationship to explain the relation between parent involvement and the child's academic performance.
Acknowledgments We thank the parents and children who have repeatedly given their time and effort to participate in this research. Footnotes Note. References Bandura A.
Dearing, E. Journal of Educational Psychology, 98, American Psychological Association. Parent Engagement in Schools. Retrieved from apa. Grand Rapids Public School District. What Is Parental Engagement?
Retrieved from grps. Wairimu, M. Journal of Education and Practice, Vol 7. Sheldon, S. Johns Hopkins University, School of Education. Epstein, J. School Community Journal, 14, pp Henderson, A. Declared a federal event in , this awareness month is a great reminder to make sure your curriculum. November 1, Share on facebook. Share on twitter. They also found that personal advisory boards could harness all of these factors. Made up of students, family, and faculty, these groups meet to help students set goals and achieve them.
Research provides insight into why family involvement supports student success:. Think of involvement as doing things like volunteering for a field trip or expressing concerns to teachers. Engagement takes things one step further. It means being a part of the school community, an active supporter, member, and problem solver. The difference between involvement and engagement is apparent in several elements of how schools interact with families, according to educator and author Larry Ferlazzo.
They communicate with teachers before there are problems. They partner with schools to make improvements. And they work with their students to set goals and strategize to achieve them. However, there are also a few challenges. Teachers and school communities must understand these challenges and address them. Remember that parents and families want to be involved, but here are some factors that may get in the way:.
Lack of communication is a severe barrier to family involvement. Too often, school faculty communicate only with parents or families of students facing challenges or behavioral issues.
Washington Leadership Academy is an example of an XQ school approaching communication differently. The school culture focuses strongly on developing leadership habits in students.
Tracking student habits is useful for staff and students. The real difference at WLA is that the faculty keeps the entire family in the loop. They allow parents and guardians to see progress, identify setbacks, and intervene early when there are challenges. Families and parents want to be involved and want to encourage their students to succeed.
Sometimes, they just need a little guidance and encouragement to do so or are unsure where to start. The good news is that schools can overcome the barriers to engagement, reach every family, and create a clear path for authentic engagement.
There are plenty of examples that show how schools already do this. They serve as guides for all educational communities. Successful involvement goes well beyond getting parents into the building or contacting families about grades.
A guide or framework is useful for starting to develop concrete strategies. She spent years researching the role of family and community engagement in education. Using her research and experience, Epstein developed a six-part framework of family involvement.
She designed the framework to help schools and educators create plans and programs to improve engagement. Schools must understand what these types of involvement are to make it easier to identify ways to address challenges.
Schools can develop concrete plans, programs, and strategies to promote parent and family involvement and engagement when they understand how it looks. However, there is always room for improvement, and new ideas schools can use to increase involvement and engagement. Here are a few:.
Meeting the needs of families is the first step to engagement. Collaborative groups made up of families can help new families feel welcome. They can also help to identify and address the challenges of those with barriers to engagement. A qualitative case study methodology was utilized to collect data as well as gain the best understanding of the case. Qualitative case study methodology provided tools for the investigator to investigate complex occurrences within the context.
When the approach is utilized properly, it becomes a valuable method for investigators to develop theory, evaluate programs, and develop interventions. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone ProQuest LLC.
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