Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence

By J. Karbach, Juliana Gottschling, Marion Spengler, Katrin Hegewald, F. Spinath. 2013

191 citations recorded by the source corpus.

Abstract Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic performance within the domains of math and language. We examined four dimensions of perceived parental involvement: autonomy supporting behavior, emotional responsivity, structure, and achievement-oriented control. Results from a sample of 334 adolescents (mean age = 12.4, SD = .9, range = 10–14 years) showed that GCA was the strongest predictor of achievement in both domains. While autonomy support and emotional responsivity had no predictive value over GCA, high levels of achievement-oriented control and structure were detrimental to academic success. These findings provide new evidence for the significance of parental involvement in their children's achievement in school even after the most powerful predictor of academic success has been accounted for.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/590fe37c64486dba295426cab5a9fc522f9a7bb3

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In Clinical Psychology

In Education

Citations in the corpus

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, background): “, 2007), the former of which has been shown to have detrimental effects and the latter of which is supposed to enhance children’s educational outcomes (Dumont et al., 2012, 2014; Karbach et al., 2013; Moroni et al., 2015; Silinskas et al., 2015).”
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, methodology): “Based on these meta-analyses as well as on more recent studies (Fan &Williams, 2010; Karbach et al., 2013; M€agi, Lerkkanen, Poikkeus, Rasku-Puttonenn, & Nurmi, 2011; Xu et al., 2010; You & Nguyen, 2011), it can be concluded that parental involvement has an effect on students’ academic achievement.”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “In the literature (e.g., Dumont et al. 2012, 2013; Karbach et al. 2013; Pomerantz et al. 2007), parental homework involvement is conceptualized as a multidimensional construct (Patall et al.”
Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement (2016, background): “Parental involvement has been positively associated with academic achievement for children in elementary school (Jeynes, 2005), but findings have been somewhat mixed for adolescents (e.g. Karbach et al., 2013; Marchant et al., 2001; Spera, 2006; Van Voorhis, 2011).”
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, methodology): “External factors refer to sociocultural and ecological contexts, such as family, school and culture, which are not internally regulated (Eccles et al. 2006; Karbach et al. 2013; Wentzel et al. 2012).”