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A review of the relationship between parental involvement indicators and academic achievement
ARTICLE

, , Welten Institute ; , ROC van Twente ; , Welten Institute

Educational Research Review Volume 24, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first present how individual parental involvement variables correlate with academic achievement based on an age-related classification. Then we move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between parental involvement and academic achievement. Finally, we describe the advancements that were made with studies from the last decade with special focus on the construct of parental involvement. Parental involvement variables that show promises according to their correlations with academic achievement are: (a) reading at home, (b) parents that are holding high expectations/aspirations for their children's academic achievement and schooling, (c) communication between parents and children regarding school, (d) parental encouragement and support for learning.

Citation

Boonk, L., Gijselaers, H.J.M., Ritzen, H. & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24(1), 10-30. Elsevier Ltd. Retrieved March 6, 2021 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.02.001

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