Effects of Parental Involvement on Student Achievement
May 8, 2010
Now more than every, parents are encouraged to take active roles in their child or children’s education. With so many obstacles and challenges facing youths in today’s society, it is of the utmost importance that parents realize that their child or children need them to be concerned about their education. They should also realize that it is not only important to the child but to schools and school officials and administrators.
Engaging families in the education of their children at home and at school is increasingly viewed as an important means to support better learning outcomes for children. When schools and families work together, children have higher achievement in school and stay in school longer (Henderson & Mapp, 2002; Jeynes, 2005; Pomerantz, Moorman, & Litwack, 2007; Reynolds & Clements, 2005). Although there has been considerable research on how parents influence children’s development, less is known about the specific ways in which parents socialize their children in terns of school-related behaviors. While extensive research indicates that there are important links between parenting and children’s academic and behavioral competence at school, there is less research on academic socialization”, which is conceptualized as the variety of parental beliefs and behaviors that influence children’s school-related development (as cited in Berthelsen and Walker,
Research concerning the impact of parental engagement on achievement and attainment is complex due to the interaction and influence of many factors and variables. There are multiple characteristics or correlates that influence the levels of student achievement and the attainment of educational outcomes. However, the contemporary empirical evidence points toward a powerful association between parental engagement and student achievement. As stated by Fan and Chen (2001), the research evidence also acknowledges that parental engagement is only one of the many factors which influences educational achievement but highlights that its influence is particularly significant (as cited in Harris and Goodall, 2008).
Actively participating parents help their children in their academic development by going to schools and participating in open houses. By keenly observing the behavior of their children they can rightly judge the kind of behavior or the allocation of resources required by their children. Such caring parents can also motivate teachers to become more attentive towards a particular student, thus maintaining the cycle of parent-teacher involvement. Building up cognitive and perception abilities in a child are a major concern in the upbringing of the child. The way the parents involve their children in cognitive learning is by exposing them to different cognitively stimulating activities and materials such as books, electronic media and current events at home. This helps the child to practice all sorts of language comprehending skills at the school. The results show a remarkably positive behavior at the school and with peers.
Niemeyer, Wong, and Westerhaus (2009) stated that currently, many parents, school teachers and administrators in the United States define “academic parental involvement” as parents’ active involvement in the school setting (p.614). This may be attending Parent Teachers Meeting, parent-teachers classroom meetings, or becoming involved in extracurricular activities. However, among Hispanic parents, academic parental involvement may involve activities that take place in the home, such as checking homework as well as other activities that are less traditionally associated with school involvement such as instilling cultural values, talking with their children, and sending them to school clean and rested. Thus, the nature of academic parental involvement may be very...