A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. Am J Community Psychol 1999 Dec;27(6):817-39
Date
03/21/2000Pubmed ID
10723536DOI
10.1023/a:1022262625984Scopus ID
2-s2.0-0033253805 (requires institutional sign-in at Scopus site) 257 CitationsAbstract
This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activities. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of variance in Year 3 performance after controlling for initial performance level. Participation in educational activities at home predicted the widest range of performance variables. Results suggest that enhancing parental involvement in children's schooling relates to improvements in school functioning.
Author List
Izzo CV, Weissberg RP, Kasprow WJ, Fendrich MAuthor
Michael Fendrich PhD Professor in the Emergency Medicine department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
AchievementAdolescent
Child
Cross-Sectional Studies
Education
Female
Humans
Longitudinal Studies
Male
Parent-Child Relations
Perception
Professional-Family Relations
Sensitivity and Specificity
Students
Surveys and Questionnaires
Teaching
Urban Population
