Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement

By Nancy E. Hill, Diana F. Tyson. Developmental Psychology, 2009

2,227 citations recorded by the source corpus.

Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4ea2035db433a5c849274f110b9375c2541544dc

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Citations in the corpus

Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis (2013, result): “This finding was also inconsistent with our hypotheses and with results from extant meta-analyses, which have found evidence of differential links depending on this demographic marker among older populations and with respect to mother involvement (i.e., Hill & Tyson, 2009).”
Parental involvement on student academic achievement: A meta-analysis (2015, background): “(2002), Jeynes (2003, 2005b, 2007, 2012), and Hill and Tyson (2009). After the initial search, in which more than 5000 studies of different types were filtered (books, doctoral theses, articles, research reports etc.”
The long-term effects of early parent involvement and parent expectation in the USA (2013, background): “…involvement in middle school may have more to do with conveying positive expectations and autonomy supportive communication about school/learning than with helping children with their homework or checking on grades repeatedly (Cooper, Lyndsay & Nye, 2000; Froiland, 2011b; Hill & Tyson, 2009).”
School Influences on Parents' Role Beliefs (2013, background): “P A R E N T S ’ engagement in their children’s learning at home and school offers an important pathway to improved academic and social outcomes for many students (e.g., Fan & Chen, 2001; Hill & Tyson, 2009; Xu, Kushner Benson, Mudrey-Camino, & Steiner, 2010).”
Education and Cognitive Functioning Across the Life Span (2020, background): “…(Briley, Domiteaux, & Tucker-Drob, 2014; Tucker-Drob, Briley, Engelhardt, Mann, & Harden, 2016), health (De Ridder et al., 2013), well-being (Marques, Pais-Ribeiro, & Lopez, 2011), and perception of one’s school and home environment (Hill & Tyson, 2009; Marchant, Paulson, & Rothlisberg, 2001).”
The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study (2017, background): “…PI is conceptualized as engagement in activities aimed at boosting the achievement of an individual child but is operationalized to include activities such as fundraising that are likely to benefit the school as a whole (Epstein, 1995; Hill & Tyson, 2009; No Child Left Behind Act of 2001, 2002).”
Capital at Home and at School: A Review and Synthesis (2010, background): “Related literature regarding the effects of parental involvement at school provides analogous findings (Hill & Tyson, 2009).”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “Parent involvement in education, as reflected in academic socialization (e.g., discussing learning strategies with children), also has been shown to improve academic achievement (Hill & Tyson, 2009).”