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Titolo:
Parental involvement and students' academic achievement: A meta-analysis
Autore:
Fan, XT; Chen, M;
Indirizzi:
Utah State Univ, Dept Psychol, Logan, UT 84322 USA Utah State Univ Logan UT USA 84322 niv, Dept Psychol, Logan, UT 84322 USA Univ Mississippi, Med Ctr, University, MS 38677 USA Univ Mississippi University MS USA 38677 ed Ctr, University, MS 38677 USA
Titolo Testata:
EDUCATIONAL PSYCHOLOGY REVIEW
fascicolo: 1, volume: 13, anno: 2001,
pagine: 1 - 22
SICI:
1040-726X(200103)13:1<1:PIASAA>2.0.ZU;2-A
Fonte:
ISI
Lingua:
ENG
Soggetto:
STRUCTURAL-ANALYSIS; EDUCATION; PERFORMANCE; ADOLESCENTS; VARIABLES; CHILDREN;
Keywords:
parental involvement; academic achievement; school education; meta-analysis;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
89
Recensione:
Indirizzi per estratti:
Indirizzo: Fan, XT Utah State Univ, Dept Psychol, Educ Bldg,Rm 487, Logan, UT 84322 USA Utah State Univ Educ Bldg,Rm 487 Logan UT USA 84322 , UT 84322 USA
Citazione:
X.T. Fan e M. Chen, "Parental involvement and students' academic achievement: A meta-analysis", EDUC PSYC R, 13(1), 2001, pp. 1-22

Abstract

The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental in volvement an importantingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findingsreveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted and suggestions are made for future studies.

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Documento generato il 19/09/20 alle ore 14:57:35